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■l    Composition,  Language, 
■J:  and  Spelling 


FOR  THE 


FOURTH  GRADE 


BY 

ANNA  M.  WIEBALK 

Formerly  Supervisor  of  Composition  and  Literature 
in  the  State  Normal  School  at  San  Francisco 


8AN  FRANCISCO 

A,  Carlisle  &  Co. 
1912 


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Los  Angeles 


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AN  OUTLINE  of  PROGRESSIVE 
LESSONS 

IN 

Composition,  Language, 
and  Spelling 


I'OK    Till-: 


FOURTH     GRADE 


BY 

ANNA  M.  WIEBALK 

Formerly  Supervisor  of  Composition  iind  Litercaturc 
in  the  State  Normal  School  at  San  Francisco 


SAN    FRANCISCt) 

A.  CARLISLE  &  Co. 

1912 


63107 


Copyright  1912 

BY 

ANNA  M.   WIEBALK 


I    0        ^ 


acknowledg:\ients. 

A  7inmber  of  the  coin  positions  in  these  texts  arc  paraphrases 
•-   of  pooms  and   adaptations  of  stories   from  various  sources.     The 
^  author   hereliy   (Expresses   acknowiedginent    of    these    jioems     and 
sources. 

Fourth  Grade  Text. 

Adaptation  of  Aesop's  Fables:  Lessons  29,  'M.  40,  43,  45, 
58,  and  68.  Paraphrases  of  poems:  Lessons  9  and  70,  Iliawatlia 
by  H.  W.  Longfellow:  Lessons  62  and  64,  What  the  Flowers  Said 
by  Lucy  Wheeloek:  Lesson  63,  The  Snail  by  Charles  Lamb. 

Miscellaneous  adaptations:  Lesson  32,  of  the  story  of  Rosa  Bon- 

heur,  in  Brooks's  Third  Reader;  Lesson  53,  of  the  story  of  Johnnie 

<),  Bear,  by  Erne.st  Thompson  Seton;  Lesson  54,  of  a  story  of  Kind 

'^^  Deeds,  from  the  ^[orning  Star;  Lessons  65  and  66,  of  the  story  of 

>   A  Little  Pine  Tree,  from  Old  Time  Tales;  Lesson  69,  of  matter  in 

Marvels  of  Our  Bodily  Dwelling,  by  Dr.  Mary  Wood-Allen ;  Lessons 

60  and  71,  of  facts  about  birds  and  rabbits  in  Object  Lessons  in 

Elementary  Science,  by  Vincent  Murche ;  Lesson  57,  of  facts  about 

birds'  nests  in  First  Book  on  Birds,  by  Olive  Thorne  Miller. 

Holiday  Compositions. 
Paraphrases   of   poems:     Lesson   3,    The   Village   Blacksmith 
by  H.  W.  Longfellow;  Lesson  43,  The  Story  of  Piccola;  Lesson 
52,  The  Sparrows,  by  Celia  Thaxter. 

To  ]\Iiss  Ethel  Smith.  Assistant  Supervisor  of  Spelling,  Lan- 
guage, and  Composition  in  The  Primary  Department  of  the  State 
Normal  School  at  San  Francisco,  I  wish  to  express  acknowledg- 
ment of  invaluable  assistance  rendered  in  the  writing  of  composi- 
tions and  in  other  phases  of  the  work  necessary  to  the  prepara- 
tion of  these  texts. 

To  Miss  Louise  Carlson,  formerly  Assistant  Supervisor  of 
Spelling,  Language,  and  Composition  in  the  Primary  Department 
of  the  Stat(^  Normal  School  at  San  Francisco,  thanks  arc  due  for 
assistance  rendered  in  the  selection  in  part  of  the  word  basif^  of 
some  of  the  compositions. 

Ill 


To  ]\[iss  Alma  Patterson,  Sni)ervisor  of  Primary  Instruction 
iii  the  Piil)lic  Schools  of  Berkelej^,  California,  I  wish  to  extend 
hearty  thanks  for  her  careful  reading  of  the  texts  and  the  valu- 
able suggestions  given  me  by  her. 

Finally,  to  any  of  the  student  teachers  of  the  State  Normal 
School  at  San  Francisco  and  others  who  may  have  contributed 
something  to  the  making  of  these  texts,  I  hereby  extend  my  sin- 
cere thanks. 


ANNA  M.  WIEBALK. 


San  Francisco,  California. 


IV 


TABLE    OF    CONTENTS 


FOR    THE 


FOURTH    GRADE    TEXT 


PAGE 

METHODS  IN  COMPOSITION,  LANGUAGE,  AND  SPELLING . .  .  V-XI 

LANGUAGE  ELEMENTS  AND  WORD  GROUPS 1-3 

LESSONS  IN  COMPOSITION,  LANGUAGE,  AND  SPELLING ....  4-52 

HOLIDAY  COMPOSITIONS  AND  NOTES 53-89 

INDEX  OF  LESSONS  IN  TEXT  PROPER 90-94 

INDEX  OF  HOLIDAY  COMPOSITIONS  AND  NOTES 94-98 


METHODS 

—  IN  — 

Composition,  Language,  and  Spelling 

—  FOR  THE  — 

FOURTH    GRADE 


Success  of  the  Methods  Presented. 

The  methods  in  composition,  language,  and  spelling  for  the 
third  and  fourth  grades  offered  in  this  preface  are  the  result  of 
several  years  of  supervision  of  the  work  in  the  Elementary 
Department  of  the  State  Normal  School  at  San  Francisco.  The 
success  of  the  methods  presented  justifies  the  confidence  with 
which  the  texts  are  sent  forth.  The  eagerness  with  Avhich 
teachers  have  received  the  methods  at  various  institutes  at  which 
they  have  been  presented  and  their  reported  success,  when  they 
have  been  faithfully  tried,  give  further  assurance  of  their  merit 
from  the  standpoint  of  application  to  the  common  needs  of  the 
public  schools,  graded  and  ungraded. 

The  Formation  of  Correct  Habits  of  Written  Expression. 

The  main  object  of  written  composition  in  the  primary 
grades  should  be  to  form  correct  habits  of  written  expression. 
This  can  be  done  to  a  great  extent  in  the  third  and  fourth  school 
years,  and  thus  pave  the  way  for  the  original  work  in  the  gram- 
mar grades.  However,  the  methods  proposed  do  not  overlook 
those  primary  children  who  are  capable  of  doing  original  work. 
This  original  work  in  the  third  grades  in  particular  should  be 
individual,  not  general.  The  leading  purpose,  then,  in  the 
methods  presented  herewith  is  to  train  beginners  in  composition 
to  use  correct  language  and  to  spell,  capitalize,  and  punctuate 
properly  what  they  write.  This  may  seem  cold,  lifeless,  and 
mechanical,  but  for  the  composition  work,  topics  of  interest  to 
children  should  be  chosen. 

Content    Embracing   Interests   of    Childlife. 

In  providing  material  for  the  texts  the  following  topics  of 
interest  to  young  children,  animals  and  toys,  home  and  school, 
work  and  play,  holidays  and  vacation  days,  nature  and  the  sea- 
sons have  offered  a  wide  range  and  a  happy  variety. 


Adaptations    From    Literature. 

Many  of  the  compositions  are  adaptations  from  literature 
written  to  conform  to  the  spelling  and  language  requirements  of 
the  third  and  fourth  grades  respectively. 

Notice ! 

A  special  feature  of  the  texts  is  the  provision  of  holiday 
compositions  and  notes  written  to  include  only  the  language 
requirements  of  the  third  and  fourth  grades  respectively. 

Imitation,  the  Best  Method  for  Young  Children. 

In  primary  grades  imitation,  that  most  primitive  of  all  edu- 
cational methods,  must  be  the  teacher's  constant  handmaiden. 
This  is  good  pedagogy  for  the  teacher  of  composition  and 
language  in  these  grades  and,  if  so,  it  is "  incumbent  upon  her 
to  provide  the  models  for  imitation,  which  models  constitute  the 
main  portion  of  the  texts. 

Two   Principles   of  the   Constructive  Work  of   the   Texts. 

In  supplying  models  for  the  written  composition  work  of 
the  primary  grades,  the  following  important  principles  have 
been  kept  in  mind: 

1.  To  use  only  such  words  and  language  forms  as  the 
children  are  familiar  with  and  can  write  easily  and  correctly. 

2.  To  make  the  work  progressive  and  cumulative  by  gradu- 
ally increasing  the  length  of  the  compositions,  by  adding  new 
words  and  language  forms,  and  by  giving  constant  review  of 
the  old  words  and  language  elements. 

It  must  be  apparent  at  once  that  to  control  the  written 
vocabulary  of  the  child  and  his  use  of  language  forms,  for  this 
reason  also,  it  is  incumbent  upon  the  teacher  to  supply  the  com- 
position models.  And  since  the  child's  oral  vocabulary  and  power 
of  expression  are  beyond  his  written  efforts,  for  this  third  reason, 
original  work  in  these  early  stages  is  generally  out  of  the  ques- 
tion. 

The  Basis  of  Supply. 

The  basis  of  supply  for  the  words  and  language  forms  with 
which  to  write  the  compositions  for  beginners  was  found  in  the 
readers,  spelling  lists,  and  written  language  lessons  of  the  first 
and  second  grades,  this  to  insure  the  use  of  simple  and  familiar 
words  and  language  forms  and  to  guard  against  the  introduction 
of  difficult  and  unfamiliar  ones.  New  words  and  language  ele- 
ments were  added  as  drill  upon  them  insured  ready  use  of  the 
same.  In  choosing  and  arranging  these,  the  fact  of  the  wide 
differentiation  between  the  oral  and  written  expression  of  the 
child  of  the  primary  grades  was  always  kept  in  mind. 

VI 


METHODS    FOR    ADVANCED     WORK. 

Preparation  Drill. 

With  each  lesson  is  given  such  preparation  drill  in  spelling 
and  language  forms  as  shall  insure  satisfactory  results.  The 
difficult  words  are  arranged  singly  and  in  groups.  Homonyms, 
especially,  are  given  in  phrases  or  groups  of  words,  c.  g.,  to  run, 
two  boys,  and  too  much.  This  method  makes  definition  drill 
and  their  use  in  sentences  almost  unnecessary.  The  language  drill 
is  upon  forms  newly  introduced  and  upon  old  ones  by  way  of 
review. 

Four   Pedagogical   Steps. 

The  following  order  of  lessons  is  followed  and  offered  as  the 
one  that  experience  has  proven  will  bring  the  best  results : 

1.  Copy  of   the   composition. 

2.  Dictation  of  the  same. 

3.  Reproduction    of   the   same. 

4.  Original  work  on  a  related  subject. 

These  should  be  given  in  turn  as  the  children  are  ready  for 
them. 

Copy. 

In  the  low  third  grade,  where  the  composition  work  is  first 
introduced,  the  children  should  be  kept  at  copy  work  until  they 
have  mastered  the  new  elements  that  enter  into  composition, 
namely :  The  title,  indentation  of  the  paragraph,  and  the  suc- 
cession of  sentences.  In  the  more  advanced  classes  copy  work 
should  always  be  the  first  step  after  the  preparation  drill. 

Dictation. 

Dictation  follows  naturally  as  the  next  step.  A  dictation 
lesson  may  be  a  very  pleasant  exercise  or  it  may  be  'very 
unpleasant,  all  depending  upon  the  teacher's  success  in  keeping 
the  class  together.  The  following  directions  for  a  dictation  lesson 
are  offered: 

a.  Use  the  following  commands : — Attention !  Repeat ! 
Write ! 

b.  Dictate  heading  and  title. 

c.  Next  read  the  entire  composition  through  with  marked 
falling  inflection  and  pause  at  the  end  of  every  sentence.  Have 
children  count  the  sentences.  This  keeps  the  sentence  unit  before 
their  minds.  (The  number  of  sentences  in  each  composition  is 
given  in  the  index  for  the  third  grade  text.) 

d.  Read  one  sentence  at  a  time.  Then  divide  it  into  easy 
and  natural  groups  of  three  or  more  words  each,  e.  g. :  Mary  and 
Jane/played  in  the  yard/all  morning.  After  reading  each  group 
of  words,  give  the  command,  ''Repeat!"  The  children  repeat 
in  unison.     Quickly  follow  with  the  command,  "Write!" 

e.  As  a  rule  do  not  answer  any  questions  during  a  dicta- 

VII 


tion  exercise.     And  do  not  announce  the  beginning  of  a  sentence. 
Let  the  children  determine  that  for  themselves. 

f.  After  about  six  months  on  these  two  methods  of  copy  and 
dictation,  reproduction  may  be  attempted  as  a  third  step;  in 
some  classes,  however,  before;  with  certain  individual  pupils, 
before. 

Reproduction. 

The  following  are  directions  for  a  reproduction  lesson: 

a.  Read  the  composition  through  once  and  ask  the  children 
to  count  the  sentences. 

b.  Give  drill  upon  any  words  or  language  forms  generally 
missed  in  the  dictation  lesson. 

c.  Have  class  follow  suggestive  words  and  phrases  or  ques- 
tions, which  should  be  on  the  board.  These  should  be  read  aloud 
by  the  teacher,  as  she  points  to  them. 

d.  As  the  children  advance  in  the  w^ork,  in  case  of  easy 
lessons,  omit  the  dictation  exercise. 

Original  Work. 

For  individuals  who  finish  ahead  of  the  class,  questions  are 
provided  for  original  compositions  on  related  subjects.  These 
questions  call  for  the  use  of  many  of  the  same  words  and  language 
forms  used  in  the  composition  to  which  related.  In  the  high 
fourth  grade  this  original  work  should  become  a  regular  class 
exercise. 

Children  should  write  the  words,  ' '  Copy, "  "  Dictation, ' ' 
"Reproduction,"  "Original,"  respectively,  in  the  middle  of  the 
line  next  to  the  title  line  and  place  parenthesis  marks  around 
them.  In  looking  over  a  child's  folders,  it  is  essential  to  know 
whether  the  lesson  is  a  copy,  dictation,  reproduction  or  an  orig- 
inal to  judge  the  work  aright.  There  should  be  a  different 
standard  for  each  kind  of  work.  The  page  of  the  record  book 
should  be  divided  into  sections  for  different  kinds  of  work: 
Copy,  Dictation,  Reproduction,  and  Original,  respectively. 

Correction  of  Papers   by  the   Teacher. 

One  of  the  bugbears  of  composition  and  one  of  the  unsuccess- 
ful features  in  the  handling  of  it  is  the  usual  method  of  correc- 
tion of  papers.  This  is  generally  done  by  the  teacher  with  great 
weariness  and  discouragement  and  little  good  to  the  pupils.  I 
take  pleasure  in  presenting  a  method  of  correction  of  errors, 
which  greatly  minimizes  the  work  of  the  teacher  by  throwing  the 
burden  of  it  largely  upon  the  pupils  and  at  the  same  time  mak- 
ing it  more  effective.  The  task  of  finding  and  correcting  the 
errors  resolves  itself  into  a  game,  which  rarely  seems  to  lose  its 
interest. 

Detection  and  Correction  of  Errors  by  Pupils. 

Before  correcting  the  papers,  they  should  be  returned  to 
the    owners    to    find    and    correct    errors.      Children    will    detect 

VIII 


errors  more  readily  in  looking  over  their  papers  a  day  or  two 
later  than  immediately  after  writing  them.  The  errors  corrected 
should  not  be  marked  agains4;  the  pupils. 

Simple    Methods    of   Correction. 

To  assist  the  child  to  correct  neatly  such  mistakes  as  he 
may  discover  by  himself,  some  blackboard  drill  should  be  given 
in  the  following  simple  methods  of  correcting  errors:  Slanting 
line  through  mistake  in  capitalization,  single  line  through  wrong 
word,  and  caret  for  omitted  letter  and  word. 

Methods  to  Avoid. 

a.  Avoid  writing  immediately  over  wrong  letter  or  word. 

b.  Avoid  the  use  of  the  parenthesis  marks  for  correction  of 
errors. 

Language   Requirements. 

The  teacher  should  list  the  language  requirements  for  the 
class  and  hold  the  children  responsible  for  only  those  language 
forms  upon  which  the  pupils  have  had  sufficient  drill  to  make 
their  use  in  composition  not  a  test  but  merely  an  application. 

(The  language  requirements  for  the  third  and  fourth  grades, 
respectively,  are  carefully  listed  with  each  text  in  the  order  in 
which  they  are  introduced  into  the  composition  work.) 

Marking   the   Papers. 

In  the  upper  left  hand  corner,  close  to  the  margin,  the  chil- 
dren should  put  the  following  letters  in  a  column: — L.  E.  W. 

L.  stands  for  lines  and  should  be  followed  by  the  number  writ- 
ten. These  can  be  most  quickly  counted  by  subtraction,  as  fol- 
lows :  Know  the  number  of  lines  on  each  side  of  the  regular 
composition  paper  and  subtract  the  number  of  unused  lines. 

E.  stands  for  errors  and  should  be  followed  by  the  sum  of 
those  indicated  in  the  margin  only,  omitting  those  in  circles. 

W.  stands  for  writing  and  the  mark  should  take  account  of 
neatness  and  form. 

Average  Ratio. 

To  the  right  of  a  brace,  including  L.  and  E.,  should  be  writ- 
ten the  average  ratio  of  errors  to  lines,  found  by  dividing  the 
number  of  lines  by  the  number  of  errors.  This  should  be 
judged  excellent,  good  or  unsatisfactory,  according  to  the  standard 
of  the  class  or  division.  The  lowest  standard  to  begin  with  is 
the  following: 

1  error  to  1  line — Unsatisfactory 

1  error  to  3  lines — Excellent 

Everything  between  unsatisfactory  and  excellent  is  good. 
The  work  and  the  standard  should  always  be  so  adjusted  to  the 
class  that  the  majority  will  receive  "Good." 

IX 


Indication   of   Errors. 

Mistakes  should  not  be  corrected.  They  should  simply  be 
indicated  in  the  margin  by  I's  on  the  line  in  which  they  occur. 
Repetition  of  the  same  mistake  should  be  indicated  in  a  circle. 

If  a  mistake  is  made  which  the  teacher  does  not  wish  to 
mark  against  the  child,  and  it  seems  best  to  call  his  attention  to  it, 
let  it  be  indicated  or  corrected  in  the  body  of  the  composition. 
Otherwise  let  it  be  overlooked.  A  number  should  not  be  put  in 
the  margin  for  it. 

Common    Errors. 

It  is  well,  if  not  necessary,  to  precede  a  regular  lesson  in 
correction  of  errors  by  one  in  common  errors.  The  following 
scheme  is  offered: 

a.  After  three  or  four  compositions  have  been  written,  or 
better,  while  marking  the  papers,  select  sentences  with  common 
errors. 

b.  Write  incorrect  sentences  on  the  board. 

c.  Correct  with  colored  chalk,  preferably  yellow,  exactly  as 
the  children  will  be  required  to  correct  mistakes  upon  their 
papers. 

d.  The  teacher  should  correct  the  first  three  or  four  errors, 
after  the  children  have  named  them  and  given  the  correct  form. 

e.  Then  let  pupils  correct  with  the  yellow  chalk,  always 
naming  the  mistake  and  the  right  form  before  going  to  the  board. 

Folders. 

After  the  children  have  written  three  or  four  papers,  they 
should  be  given  half-sheets  of  foolscap,  the  same  size  as  their 
papers,  for  folders.  These  folders  facilitate  the  work  of  cor- 
rection of  errors  by  the  children,  which  is  the  most  fruitful 
feature  of  the  composition  methods  presented  in  this  preface. 

Correction  of  Papers  in  Folders  by  the  Pupils. 

A  board  lesson  in  correction  of  common  errors  should  be 
followed  by  correction  of  papers  in  folders.  The  following  instruc- 
tions should  be  given  to  the  children: 

a.  All  corrections  must  be  made  in  ink. 

b.  Use  very  little  ink. 

c.  Blot  your  paper  very  carefully  every  time  you  make  a 
correction.  (To  insure  this  give  a  blotter  drill,  as  follows: 
Place  blotter  with  the  right  hand,  hold  with  the  left,  and  rub 
with  the  right.) 

d.  Look  for  as  many  errors  in  a  line  as  are  indicated  in  the 
margin. 

e.  After  looking  carefully  twice,  if  you  cannot  find  the 
error,  put  a  question  mark  in  the  margin  beside  the  number. 

(This  breaks  up  the  habit  of  raising  hands  for  immediate 
help  and  saves  the  teacher's  time  in  giving  indi'vidual  help.     The 

X 


teacher  should  never  point  out  the  child's  mistake,  until  she  sees 
by  leading  questions  that  he  is  unable  to  find  it. himself.) 

The  re-writing  of  misspelled  words  five  or  ten  times  each  at 
the  end  of  the  paper  usually  results  in  carelessness  both  in  spelling 
and  writing.  It  does  not  seem  profitable  either  in  the  third  and 
fourth  grades  to  have  children  correct  or  re-write  poor  papers. 
It  may  be  advisable,  however,  to  give  the  same  lesion  over. 

When  pupils  have  corrected  their  papers,  they  should  put 
their  initials  on  the  last  line  of  each  paper.  These  should  be 
collected  at  the  close  of  the  lesson.  The  children  should  not  be 
expected  to  find  and  correct  all  errors.  Fifty  per  cent,  to  begin 
with  is  satisfactory.  Perhaps  the  most  important  end  accom- 
plished by  this  practice  is  tiie  habit  of  careful  perusal  by  the 
children  of  whaj;  they  have  written. 

Divisions. 

After    the    first   week's    work,    the    class    should  be    ranked 

according   to    average    ratios    and    divisions    formed.  These    are 

advised  because  of  the  unequal  grading  common  to  most  large 
classes  in  our  public  schools. 

The   class   should   work   in    divisions,    one-half   or   two-thirds 

doing  copy,  reproduction  or  original  work,  while  the  others  take 
dictation  or  have  a  lesson  in  correction  of  errors. 

Improvement    Sheet. 

There  is  usually  too  much  comparison  of  one  pupil  with 
another,  which  is  unjust  and  not  helpful.  But  if  the  child  of 
to-day  is  compared  with  the  child  of  yesterday,  that  comparison 
is  just  and  scientific. 

An  improvement  sheet  should  be  kept.  On  it  the  children 
should  be  grouped,  as  follows:  Excellent — Good — Unsatisfactory, 
according  to  the  standard  of  the  class  or  division,  which  standard 
should  be  at  the  head  of  the  sheet.  Besides  a  column  for  the 
names,  there  should  be  a  smaller  column  for  the  average  ratio 
of  each  child  and  one  for  improvement  marks.  Whenever  a  child 
receives  an  average  ratio  higher  than  the  one  on  the  sheet,  he 
should  receive  an  improvement  mark. 

To  Grammar  Grade  Teachers. 

The  foregoing  methods  for  correction  of  errors  by  the  pupils 
are  especially  recommended  to  teachers  of  grammar  grade  classes, 
where  inaccuracy  in  the  mechanics  of  composition  seems  to  be  the 
greatest  problem. 

ANNA  M.  WIEBALK. 

San  Francisco,   California. 


XI 


Language  Elements  and  Word  Groups 


— IN  THE  — 


FOURTH    GRADE  TEXT 


Language  Requirements  for  the  Third  Grade. 

1.  Composition  idea — succession  of  sentences. 

2.  Title  of  a  composition :     Capitalization  and  punctuation. 

3.  Sentence  that  tells  something:     Capitalization  and  punc- 

tuation. 

4.  Margin. 

5.  I. 

6.  Names  of  the  days  of  the  week. 

7.  Names  of  persons. 

8.  Numbers  by  words. 

9.  The  question  and  question  mark. 

10.  Names  of  animals. 

11.  Names  of  the  seasons. 

12.  Names  of  the  months. 

13.  Dates. 

14.  Titles  with  and  without  capitals. 

15.  Mr.  and  Mrs. 

16.  Expressions  of  time. 

17.  1st  to  12th  expressed  in  numbers  and  words. 

18.  Abbreviations  of  the  months  of  the  years. 

19.  Names  of  holidays. 

20.  Notes  and  letters. 

21.  Exclamation  mark. 


Additional  Language  Requirements  for  the  Fourth  Grade. 

22.  The  paragraph  idea. 

23.  Names  of  streets. 

24.  Names  of  places. 

25.  Names  of  nations. 

26.  The  use  of  's  with  a  name  to  tell  whose. 

27.  Words  in  a  series. 

28.  Simple  quotations. 

29.  Capitalization  of  the  words,  North,  South,  East,  and  West. 

30.  Names  of  God. 

31.  Dr.  and  Miss. 

32.  Writing  of  the  words,  north,  south,  east,  and  west,  mean- 

ing direction. 


Statements  to  Learn  for  the  Third  Grade. 

1.  The  first  and  important  words  of  a  title  begin  with  capital 
letters. 

2.  A  title  ends  with  a  period. 

3.  The  first  word  of  a  sentence  begins  with  a  capital  letter. 

4.  A  sentence  that  tells  something  ends  with  a  period, 

5.  The  first  line  of  a  composition  has  a  wider  _margin  than 
the  others. 

6.  I  alone  means  a  person. 

7.  The  name  of  a  day  of  the  w'eek  begins  with  a  capital  letter, 

8.  The  name  of  a  person  begins  with  a  capital  letter, 

9.  A  sentence  that  asks  something  ends  with  a  question  mark, 

10.  T-w-o  is  a  number. 

11.  The  name  of  an  animal  begins  with  a  capital  letter. 

12.  Here  means  in  this  place.    There  means  in  that  place. 

13.  Their  tells  whose. 

14.  The  names  of  the  seasons  do  not  begin  with  capitals. 

15.  The  name  of  a  month  begins  with  a  capital  letter.    . 

16.  The  title  before  a  name  is  written  with  a  capital. 

17.  An  abbreviation  is  followed  by  a  period. 

18.  O'clock  with  a  number  tells  the  time  of  day. 

19.  The  name  of  a  holiday  begins  with  a  capital  letter. 

20.  The  parts  of  a  letter  are  the  heading,  beginning,  body, 
and  ending. 

21.  An  exclamation  mark  is  used  after  an  exclamation. 


Added  Statements  to  Learn  for  the  Fourth  Grade. 

22.  The  different  parts  of  a  composition  are  called  paragraphs. 
The  first  line  of  a  paragraph  has  a  wider  margin  than  the  others, 

23.  The  names  of  places  begin  with  capital  letters, 

24.  The  names  of  nations  are  written  with  capital  letters, 

25.  A  name  that  tells  whose  is  written  with  's. 

26.  Commas  should  separate  the  words  of  a  series. 

27.  Quotation  marks  are  used  when  the  exact  words  of  a  per- 
son are  repeated. 

28.  When  North,  South,  East  or  West  mean  a  part  of  the 
world  or  a  part  of  a  country,  they  are  written  with  capital  letters, 

29.  When  north,  south,  east  or  west  mean  direction,  they  are 
written  with  small  letters. 

30.  The  name  of  God  is  always  written  with  a  capital  letter. 


Spelling  Groups  for  the  Fourth  Grade  Text. 


every  day 
one  day 
heard  them 
the  road 
would  hitch 
sheep  passed 
through  the  gate 
led  the  way 
one  hy  one 
there  are 
they  are 
their  house 
for  us 
our  aunts 
eight  o'clock 
very  kind 
to  school 
the  sun 
week  before 
hlue  eyes 
an  hour 
went  by 
half  past 
see  now 
he  ^weiy 
rvhere  they  hid 
ft(^o  months 


to  &e  found 
own  pet 
very  fond 
great  noise 
^00  slow 
mother  sent 
to  your  ngr/ii 
right  and  wrong 
read  and  t(;n7e 
he  lyore 
would  sfea? 
bounded  off 
mother  deer 
no  one 

here  in  the  sim 
once  upon  a  time 
we  rode 
fur  caps 
to  meei 
pair  of  boots 
afe  breakfast 
some  ants 
stronger  than 
it  blew 
he  /^rei^ 
/owT  years 
sails  away 


build  ceiZs 
&cen  there 
have  to 
«sed  to 
lunch  pail 
after  awhile 
wings  and  tail 
whole  body 
pet  bear 
to  &e 
have  seen 
window  pane 
going  «ot<; 
many  sons 
in  peace 
to  Jreafc 
entire  herd 
will  t<;ear 
rang  forth 
golden  hair 
California  weather 
u'hich  was 
the  wood 
he  earns 
can  7?  ear 
fourth  grade 
the  plains 


LESSONS  IN  COMPOSITION,  LANGUAGE,  AND  SPELLING 
FOR  THE  FOURTH  GRADE. 

LESSON  1. 

Gypsy. 
(Copy.) 

Gypsy  was  a  coal  black  horse.  He  once  belonged  to  the  fire- 
men. He  helped  draw  the  engine  to  the  fires.  "When  he  grew  old 
a  milkman  bought  him.  He  drove  him  to  the  city  every  day.  One 
day  the  firebells  rang.  Gypsy  heard  them.  Away  he  galloped. 
He  scattered  the  milk  cans  all  along  the  road.  The  milkman  said 
he  would  never  hitch  him  to  his  wagon  again. 

Spelling  Words 

once  milkman         firemen  engine 

firebells        galloped  scattered        hitch 

Spelling  Groups 

every  day     one  day     heard  them      the  road     would  hitch 

Language 

What  mark  after  the  title  ?  What  kind  of  margin  for  the  first 
line?  How  does  every  sentence  begin?  How  does  every  sentence 
in  this  composition  end?  Why?  Find  the  name  of  an  animal. 
How  does  it  begin? 

Gypsy. 
(Reproduction.) 
Who  was  Gypsy?     To  whom  did  he  once  belong?     What  did 
he  do?    Who  bought  him?    Where  did  he  drive  him?    What  hap- 
pened one  day  ?    What  did  Gypsy  do  ?    What  did  the  milkman  say  ? 

Our  Horse. 
(Original.) 
Have  you  a  horse?     What  is  his  name?    Where  did  you  get 
him?    What  is  the  color  of  your  horse?     Is  he  gentle?     Do  you 
ever  ride  him? 

LESSON  2. 

every 
Copy  and  study  for  dictation. 

every  day  every  school 

every  week  every  home 

every  boy  every  street 

every  girl  every  city 

every  teacher  every  country 

Write  sentences  with  the  above. 


5 
LESSON  3. 

The  Shepherd  and  His  Sheep. 

(Copy.) 

The  bell  sheep  passed  out  through  the  gate  first.  The  one  with 
the  bell  always  led  the  way.  One  by  one  the  other  sheep  of  the 
flock  followed.  The  faithfnl  shepherd  dog  always  waited  until  the 
last  one  had  passed  through.  All  day  long  the  good  shepherd  led 
his  flock  through  green  pastures  and  to  streams  where  the  sheep 
could  drink.  He  and  his  faithful  dog  watched  and  would  not  let 
them  wander  away.  They  kept  them  safe  from  harm.  At  night 
shepherd  and  sheep  would  lie  down  to  sleep  under  the  stars  and 
the  dog  would  keep  watch. 

Spelling  Words 

shepherd  flock  followed  faithful 

pastures  streams  watched  wander 

Spelling  Groups 

sheep  passed       through  the  gate        led  the  way        one  by  one 

Language 

"What  words  in  the  title  are  M^ritten  with  capitals?  "Why? 
"What  words  with  small  letters  ?    Why  ?    Read  the  sentence  with  lie. 

The  Shepherd  and  His  Dog. 
(Reproduction.) 

bell  sheep led  the  way other  sheep dog 

green  pastures streams walked 

safe at  night wander 

The  Shepherd  and  His  Dog. 

(Original.) 

Tell  a  story  about  the  sheep  in  this  picture.  "Where  are  they? 
"Where  is  the  shepherd?    "What  is  the  dog  doing? 

LESSON  4. 

Our  Big  Family. 

(Copy.) 

"When  holiday  times  comes  round,  I  think  I  am  the  luckiest 
boy  in  the  country.  I  have  so  many  relatives.  I  have  seven  aunts 
and  uncles  and  about  twenty  cousins.  Then  there  are  Grandpa 
Gray  and  Grandpa  and  Grandma  Davis.  "We  children  all  love 
them  because  they  are  so  very  good  to  us. 

At  Thanksgiving  time  we  all  have  dinner  together  with 
Grandpa  and  Grandma  Davis.  At  Christmas  Uncle  Harry  and 
Aunt  Sallie  invite  us  to  their  big  house.  They  always  have  a  tree 
for  us  children  on  Christmas  Eve.  "We  cousins  have  good  times 
with  one  another  and  with  all  our  aunts  and  uncles. 


Spelling  Words 

holiday  luckiest  relatives  uncles 

cousins  invite  Thanksgiving      Christmas  Eve 

Spelling  Groups 

there  are  they  are  their  house 

for  us  our  aunts  one  another 

Language 

How  does  every  word  in  the  title  begin?  Why?  How  does 
the  title  end?  "What  kind  of  margin  for  the  first  line?  Find 
another  line  that  has  a  wider  margin  than  the  others?  Sometimes 
a  composition  has  more  than  one  part.  How  many  parts  has  this 
composition?  (Each  part  is  called  a  paragraph.)  What  does 
each  paragraph  in  this  composition  tell  about? 

Learn. 

The  different  parts  of  a  composition  are  called  paragraphs. 
The  first  line  of  a  paragraph  has  a  wider  margin  than  the  others. 

Find  the  titles  in  the  composition  that  are  written  with  capital 
letters.  Why  are  they  Avritten  so?  Find  the  titles  written  with 
small  letters.  Why  are  they  written  so?  Find  the  names  of 
holidays.  How  are  they  written?  Notice  that  the  first  sentence  is 
separated  into  two  parts  by  a  comma. 

See  reader  for  further  study  of  the  paragraph. 

Our  Big  Family. 
(Original.) 

Are  you  a  lucky  boy  when  holiday  time  comes  round?  Have 
you  many  relatives?     Tell  who  they  are.    Why  do. you  love  them? 

What  do  you  do  on  Thanksgiving  Day?  Where  do  you  go  on 
Christmas  Day?  Tell  about  the  good  times  you  have  with  your 
cousins. 

LESSON  5. 

Copy  and  study  for  dictation.    Fill  in  the  blanks  with  names. 

my  aunt  our  Aunt  Sallie 

my  uncle  our  Uncle  Harry 

my  cousin  our  Cousin  Will 

my  grandma  our  Grandma  Davis 

my  grandpa  our  Grandpa  Grey 

your  aunt  your  Aunt  

your  uncle  your  Uncle  

your  cousin  your  Cousin  

your  grandma  your  Grandma  

your  grandpa  your  Grandpa  


LESSON  6. 

Our  Neighbors. 

(Copy.) 

Mr,  and  Mrs.  Snow  live  in  the  house  next  to  ours.  They  have 
a  grown  daughter.    She  is  Miss  Lucy  Snow. 

Mr.  Snow  goes  to  the  City  every  morning  at  eight  o'clock.  He 
says  he  likes  to  cross  the  Bay  in  summer,  but  not  in  winter.  He 
works  in  a  big  bookstore.    He  comes  home  every  night  at  six  o  'clock. 

Mrs.  Snow  often  invites  me  over  to  her  house.  She  and  Miss 
Lucy  are  very  kind  to  me.  They  let  me  play  with  their  dog 
Frisky.  Mrs.  Snow  bakes  nice  cookies.  She  often  gives  me  some. 
Sometimes  Miss  Lucy  makes  candy.    She  lets  me  help  her  pull  it. 

Spelling  Words 

daughter      summer      winter      invites      Frisky      cookies 

Spelling  Groups 

they  have  eight  o'clock  every  night 

very  kind  their  dog  gives  me  some 

Language 

How  many  parts  to  this  composition?  What  is  each  part 
called  ?  How  does  each  part  begin  ?  What  does  each  part  tell  about? 
Find  three  titles.  How  are  they  written?  Why  are  Mr.  and  Mrs. 
followed  by  periods  ?  (Miss  is  the  title  for  a  lady  not  married,  Mrs. 
is  the  title  for  a  married  lady.)  Find  the  names  of  two  seasons. 
How  are  they  written?  How  do  City  and  Bay  begin  in  this  com- 
position? City  means  San  Francisco  and  Bay  means  San  Fran- 
cisco Bay. 

Learn. 

The  names  of  places  begin  with  capital  letters. 

My  Neighbors. 

(Original.) 

Have  you  any  good  kind  neighbors  ?  Who  are  they  ?  Do  you 
ever  run  in  to  see  them  ?    Do  you  like  to  visit  them  ?    Why  ? 

LESSON  7. 
Answer  these  questions: 

1.  Where  were  you  at  two  o  'clock  yesterday  ? 

2.  What  did  you  do  at  eight  o'clock  last  night? 

3.  Where  were  you  at  eleven  o'clock  last  Sunday? 

4.  Where  will  you  be  at  half  past  nine  tomorrow  ? 

5.  W^here  will  you  be  at  half  past  twelve  on  next  Saturday  ? 

Copy  and  fill  in  the  blanks, 

6.  Mr went  to  the  City  at this  morning. 

7.  Mrs crossed  the  Bay  at on  Wednesday. 

8.  Miss and  I  crossed  the  Bay  to  the  City  on 

Saturday  morning  at 


8 

9.     Mr.  and  Mrs took  Miss   to 

the  City  on  Thursday  at 

10.     Did  Miss cross  the  Bay  with  Mr.  and  Mrs. 

on  Tuesday  at ? 

LESSON  8. 
Copy  and  study  for  dictation. 

1.  We  live  in  San  Francisco. 

2.  Many  people  come  to  the  City  every  day  by  train  and 
by  boat. 

3.  Many  ferry  boats  cross  San  Francisco  Bay  every  day. 

4.  Business  men  cross  the  Bay  morning  and  evening. 

5.  Oakland  and  Berkeley  are  on  San  Francisco  Bay. 

6.  Many  children  go  to  the  playground  in  Golden  Gate  Park. 

7.  Many  people  go  to  the  Park  on  Sunday  to  hear  the  music. 

8.  The  great  battleships  came  in  through  the  Golden  Gate 
and  dropped  anchor  in  the  Bay. 

9.  The  Pacific  Ocean  is  west  of  California. 

10.     The  Atlantic  Ocean  is  east  of  the  United  States. 


LESSON  9. 
very 
very  still  very  windy 

very  noisy  very  sad 

very  warm  very  happy 

very  cold 
Write  sentences  with  the  above. 


very  good 
very  bad 
very  heavy 


LESSON  10. 

A  Game  of  Hide  and  Seek. 

(Copy.) 

On  her  way  to  school  one  Monday  morning  little  May  looked 
to  see  the  sun.  The  teacher  had  asked  all  the  children  to  find  the 
sun  on  their  way  to  school.  The  blue  eyes  looked  but  could  not  find 
it.    The  sun  was  hidden  behind  dark  grey  clouds. 

An  hour  and  more  went  by  quickly  in  the  happy  schoolroom. 
It  was  half  past  ten  and  recess  time.  Just  as  the  children  passed 
out  into  the  yard,  there  was  a  burst  of  light.  They  could  see  the 
sun  now.  All  pointed  with  eager  fingers.  And  the  teacher  smiled 
and  nodded  her  head. 


Spelling  Words 

Monday 
schoolroom 

Spelling  Groups 

grey 

recess 

eager 

burst 

clouds 

nodded 

quickly 
pointed 

to  school 
their  way 
half  past 

one  morning           there  was             they  could 
blue  eyes                 the  sun                an  hour 
passed  out              week  before 
went  ly                  see  now 

Language 

Read  the  title.  What  words  are  written  with  capital  letters? 
Why  ?  Which  with  small  letters  ?  How  many  paragraphs  ?  What 
does  each  tell  about  ?  Tell  about  the  margin  of  the  first  line  of  each. 
What  names  are  written  with  capitals?  Why?  What  sentence  is 
divided  into  two  parts  by  a  comma? 

A  Game  of  Hide  and  Seek. 
(Reproduction.) 
What   did  May   do   on  her  way  to   school?     What   had   the 
teacher  asked?     Where  was  the  sun?     What  happened  at  recess? 
What  did  the  children  do?    What  did  the  teacher  do? 

The  Sun. 
(Original.) 
Where  does  the  sun  rise  and  where  does  it  set?  Is  the  sun  in 
front  of  you  or  behind  you  on  your  way  to  school?  Which  way 
does  your  shadow  fall?  Where  is  the  sun  when  you  are  going 
home?  Which  way  does  your  shadow  fall?  Where  is  the  sun 
at  noon? 


LESSON  11. 

Hiawatha. 

(Copy.) 

There  was  once  a  little  Indian  boy.  His  name  was  Hiawatha. 
This  boy  lived  in  the  forest.  He  knew  every  living  thing  in  the 
forest.  He  could  tell  where  the  birds  built  their  nests.  He  called 
the  birds  his  chickens.  The  squirrels  showed  him  where  they  hid 
their  acorns.  The  rabbits  would  run  to  him.  He  called  them  his 
brothers.  Hiawatha  didn't  go  to  school.  He  played  all  day  long 
with  the  animals  of  the  forest.     At  night  he  watched  the  fireflies. 

Hiawatha  made  a  canoe  for  himself.  He  made  it  of  the  bark 
of  the  birch  tree.  He  liked  to  paddle  up  and  down  the  streams  of 
the  forest  and  on  the  big  river. 


Spelling  Words 

Indian 

built 

acorns 

canoe 

Hiawatha 

chickens 

rabbits 

paddle 

forest 

squirrels 

watched 

birch 

showed 

fireflies 

Spelling  Groups 

there  was 

he  kiiew 

their  nests 

where  th 

Language 

Find  the  name  of  a  boy  in  the  second  sentence.     How  is  it 
written?    Why?    How  is  Indian  written  in  the  first  sentence? 

Learn. 

The  names  of  nations  are  written  with  capital  letters. 

How  many  parts   to   this  composition?     What  is  each  part 
called?     What  does  each  paragraph  tell  about?     What  kind  of 


10 

margin  does  the  first  line  of  a  paragraph  have.    Read  the  sentence 
with  their.    What  does  their  tell  ? 

Hiawatha. 
(Reproduction.) 

There  was  once  a  little  Indian  boy.  What  was  his  name? 
Where  did  he  live  ?  What  did  he  know  about  birds squir- 
rels   rabbits fireflies  ? 

Tell  about  his  canoe. 

Hiawatha. 

(Original.) 

What  else  do  you  know  about  Hiawatha?    Whom  did  he  live 

with?    About  what  did  his  old  grandmother  tell  him  stories?    Did 

he  grow  up  to  be  a  great  and  good  Indian?    What  did  he  teach 

his  people? 

LESSON  12. 

Copy  and  study  for  dictation. 

1.  Hiawatha  was  an  Indian  boy. 

2.  John  is  a  German  boy. 

3.  Mr.  Smith  is  an  American. 

4.  Mr.  and  Mrs.  Brown  are  English. 

5.  The  people  that  live  in  France  are  French. 

6.  The  Spanish  people  live  in  Spain. 

7.  Mexico  is  the  land  of  the  Mexicans. 

8.  Indians  live  in  Alaska. 

9.  Indians  live  in  many  parts  of  America. 
10.  Miss  Grey  is  English  and  French. 

LESSON  13. 

Indians  French 

Americans  Russians 

Mexicans  Italians 

English  'Chinese 

Germans  Japanese 

Fill  the  blanks  with  the  above  names. 

1.  The lived  in  the  United  States  before  the  white 

people  came  over  from  Europe. 

2.  The  live  in  a  country  of  islands. 

3.  The  people  of  the  United  States  are 

4.  The  are  having  a  hard  time  to  set  up  a  gov- 
ernment by  the  people. 

5.  The  are  a  very  industrious  people. 

6.  The  love  beautiful  things. 

7.  The  are  proud  of  their  new  republic 

8.  The   rule   countries  all  over  the  world. 

9.  The  live  in  the  largest  country  of  Europe. 

10.  The   are  proud  of  Florence  and  of  Rome. 


11 

LESSON  14. 

The  Story  of  My  Life. 

(Copy.) 

I  am  a  little  kitten  just  two  months  old.  I  was  born  in  a  large 

barn  in  the  country.     ]\Iy  mother  thinks  I  am  very  pretty.     I  am 

gray  and  white.     1  have  three  brothers  and  two  sisters.    We  are 

all  very  playful.    We  scamper  about  in  the  sunshine  every  morning. 

Then  we  find  a  nice  place  to  sleep. 

Yesterday  I  caught  a  mouse.  I  was  very  proud  and  so  I 
went  to  show  it  to  my  mother. 

Where  I  live  there  are  many  little  chickens.  One  day  the  old 
hen  pecked  me  because  I  went  near  her  babies.  I  shall  keep  away 
from  Mrs.  Hen  after  this. 

Spelling  Words 

months  caught  playful  scamper 

sunshine  gray  yesterday  pecked 

barn  mouse  babies 

Spelling  Groups 

two  months  very  proud  there  are 

every  morning  where  I  live  one  day 

Language 

What  words  of  the  title  are  written  with  capitals?  Why? 
What  words  are  not  ?  Why  ?  How  many  paragraphs  in  this  com- 
position? Tell  what  each  one  is  about.  What  kind  of  margin  does 
the  first  line  of  every  paragraph  have?  Find  a  name  with  a 
title  in  the  last  sentence.    What  mark  after  the  title?    Why? 

The  Story  of  My  Life. 
(Reproduction.) 

Let  the  little  kitten  tell  the  story  of  her  life. 
How   old.     Where  born.     About  her  mother,   brothers,   and 
sisters.    Where  they  play  and  where  they  sleep. 
About  the  mouse. 
About  the  chickens. 

My  Kitten. 

(Original.) 

Have  you  a  kitten?     Where  did  you  get  it?     How  old  is  it? 

What  color?    What  does  it  eat?    What  does  it  play  with?    Where 

does  it  sleep?     Do  you  know  anything  about  its  mother  or  its 

brothers  and  sisters?     Can  you  tell  a  story  about  your  kitten? 

LESSON  15. 
the  boy's  hat 
Whose  hat  ?    What  word  tells  whose  ?    Notice  how  it  is  written. 
.The  mark  before  the  s  is  called  an  apostrophe. 

Learn. 

A  name  that  tells  whose  is  w^ritten  with  's. 


12 

Copy  and  study  for  dictation. 

the  boy's  hat  John's  ball 

the  girl's  dress  Mary's  doll 

the  bird's  feathers  Mr.  Smith's  house 

the  man's  coat  Mrs.  Smith's  garden. 

.    the  child's  kitten  Miss  Smith's  dog 

LESSON  16. 

John  and  His  Pony. 

(Copy.) 

John  lives  in  the  country.  When  he  was  twelve  years  old  his 
father  gave  him  a  pretty  black  pony.  John  called  him  l^andy. 
Dandy  is  a  very  gentle  pony.  Every  morning  John  rides  him  to 
school.  John's  home  is  about  two  miles  from  the  school.  When 
he  gets  there,  he  ties  Dandy  to  the  fence  outside  the  schoolyard. 

One  day  at  recess  John  went  to  take  Dandy  down  to  the 
stream  for  a  drink.  He  was  not  to  be  found.  John  knew  he  had 
tied  him  to  the  fence.  All  the  boys  hunted  for  him.  They  found 
him  at  last  down  by  the  stream  drinking  the  cool  water. 

Spelling  Words 

schoolyard  pony  fence 

twelve  stream  gentle 

recess  Dandy  ties 

Spelling  Groups 

every  morning  hvo  miles  gets  there  one  day 

to  be  found  John  knew  for  him 

Language 

How  many  paragraphs  to  this  composition?  What  does  each 
one  tell  about?  Find  the  name  of  a  boy  and  of  a  horse.  Read 
the  sentence  that  tells  about  John's  home.  What  word  tells  whose 
home?     How  is  it  written? 

John  and  His  Pony.  i 

(Reproduction.) 

Where  did  John  live?     Tell  about  his  pony his  pony's 

name    his   pony's   nature.     Where   does   John   ride  him? 

Where  does  he  tie  him  ?    What  happened  one  day  ? 

Some  Ponies  I  Have  Seen.  1 

(Original.)  * 

Have  you  ever  seen  any  ponies?  Where  did  you  see  them? 
Were  they  Shetland  ponies?  What  color  were  they?  Were  they 
gentle  or  lively? 

Would  you  like  to  have  a  pony?     Why? 


I 


13 

LESSON  17. 

Pets. 
(Copy.) 

Every  child  in  Mr.  Smith's  family  had  a  pet.  Harry  had  a 
dog.  May  had  a  kitten.  Tom  had  a  rabbit.  Alice  had  a  dove.  Each 
loved  his  own  pet  best. 

Harry's  dog  could  sit  up  and  beg.  Mary's  kitten  would  play 
with  a  ball  of  string.  Tom's  rabbit  would  eat  grass  and  carrots 
out  of  his  hand.  Alice's  dove  would  sit  on  her  shoulder.  Mr.  and 
Mrs.  Smith  were  'very  fond  not  only  of  their  children  but  of  the 
pets  of  the  family. 

Spelling  Words 

family  dove  carrots  shoulder 

Spelling  Groups 

every  child  own  pet  very  fond  their  children 

Language 

Find  all  the  names  written  with  's.  What  do  they  tell?  Read 
them  and  the  word  following  each.  What  are  3Ir.  and  Mrs.  f  What 
are  abbreviations?    What  mark  after  an  abbreviation? 

Pets. 
(Reproduction.) 
What  did  every  child  in  Mr.  Smith's  family  have?    What  kind 
did  Mary  have  ?    May  ?    Alice  1    What  could  each  pet  do  ? 

The  Pets  in  Our  Family. 
(Original.) 

What  pets  have  you  had  in  your  family?  To  whom  did  they 
belong?    What  could  each  one  do?    What  became  of  each? 

LESSON  18. 

Mr.  Fox. 

(Copy.) 

It  was  a  warm  night.    The  moon  was  bright.    Mr.  Fox  started 

out  for  a  walk.     He  wanted  to  find  something  to  eat.     Foxes  are 

•very  sly  and  cunning.     They  sneak  through  barnyards.     This  fox 

went  to  the  farm  near  by.     All  the  fowls  were  asleep.     He  crept 

softly  to  the  hen-house.     He  seized  a   chicken   and   it  began   to 

cackle.     The  other  birds  awoke.     They  made  a  great  noise.     The 

farmer  came  out.    Mr.  Fox  ran  through  the  field  with  the  chicken. 

He  was  too  slow.    Mr,  Smith  saw  him  and  shot  him.     He  still  has 

the  fox's  fur. 

Spelling  Words 

started       foxes       cunning       sneak       barnyards       fowls 
asleep     crept     softly     hen-house     seized     cackle     awoke 

Spelling  Groups 

for  a  walk  to  eat  very  sly  near  by 

great  noise  through  the  field  too  slow 


14 

Language 

Read  the  last  sentence.  What  word  tells  whose?  How  is  it 
written  ?  Find  two  names  with  titles  ?  How  are  the  titles  written  ? 
"Why  are  they  followed  with  periods?  Read  the  sentence  with  too. 
Spell  too. 

Pronounce  these  groups.     Spell  too. 

too  old  too  small  too  big  too  thin 

too  young  too  tired  too  strong  too  thick 

too  ugly  too  fine 

Mr.  Fox. 
(Reproduction.) 
What  kind  of  night  was  it?    Who  went  for  a  walk?    Why? 
What  do  foxes  do?    What  did  this  fox  do?    What  happened? 

A  Fox. 
(Original.) 
Did  you  ever  see  a  fox?    Where  was  it?    In  a  circus?    In  a 
garden?    What  other  animal  does  it  look  like?    What,  did  it  do? 

LESSON  19. 

Teddy. 

(Copy.) 

Tom  and  Ada  have  a  pet  cat  named  Teddy.  They  like  to  teach 
him  tricks.  They  have  taught  him  how  to  sit  up.  They  have 
taught  him  how  to  lie  down  and  play  he  is  asleep.  One  day  he  lay 
on  the  mat.  A  little  mouse  was  watching  him.  He  thought  Teddy 
was  really  asleep.  He  ran  across  the  room.  But  Teddy  was  only 
playing.  He  jumped  up.  The  mouse  was  too  quick  for  him. 
For  a  long  time  he  sat  up  with  eyes  wide  open  and  watched  for 
that  mouse. 

Spelling  Words 

Teddy      tricks      taught      watching      really      asleep      across 

Spelling  Groups 

one  day  to  sit  too  quick  for  him 

Language 

Read  the  sentence  with  too.  Spell  too.  Give  five  groups  of 
words  wnth  too.  Read  the  sentence  with  lay.  Change  lay  to  was 
lying.  Read  the  sentence  with  lie  doivn.  Spell  lie.  Read  the  sen- 
tence with  teach.    Read  all  the  sentences  with  taught. 

Teddy. 

(Reproduction.) 

Whose  pet  is  Teddy  ?  •  What  have  they  taught  him  ?  TeU  about 
the  little  mouse. 


15 
My  Pet  Cat. 

(Original.) 

Have  you  a  pet  eat?  Are  you  kind  to  it?  Do  you  feed  it  and 
give  it  milk  every  day?  What  else  do  you  do  for  it?  Does  your 
cat  love  you  ?    How  does  it  show  its  love  ? 

Have  you  taught  it  to  do  tricks?     What  tricks? 

LESSON  20. 
Copy  and  study  for  dictation. 

lie  lay 

1.  I  lie  down  to  sleep  every  night. 

2.  How  late  do  you  lie  in  bed  in  the  morning? 

3.  You  must  lie  down  and  rest  for  an  hour. 

4.  Aunt  Sallie  lies  down  every  afternoon. 

5.  Does  Rover  like  to  lie  in  the  sun? 

6.  Teddy  lay  on  the  mat. 

7.  The  cows  lay  in  the  shade  of  the  trees. 

8.  Sport  lay  in  the  water  a  long  time. 

9.  The  boat  lay  near  the  big  willow. 
10.     Five  ships  lay  at  anchor  in  the  Bay. 

Read  the  last  five  sentences  and  change  lay  to  was  lying  or 
were  lying. 

LESSON  21. 

Copy  and  study  for  dictation. 

teach  taught 

1.  Teach  the  children  how  to  dance. 

2.  Mr.  Grey  likes  to  teach  his  dog  new  tricks. 

3.  Will  you  teach  me  how  to  sew? 

4.  Miss  Brown  will  teach  you  to  read  and  write. 

5.  Mrs.  Smith  teaches  her  daughter  how  to  keep  house. 

6.  Miss  White  taught  the  children  to  dance. 

7.  Mr.  Grey  taught  his  dog  many  tricks. 

8.  Has  your  mother  taught  you  to  sew? 

9.  Who  has  taught  you  to  read  and  write? 
10.     Hiawatha  was  taught  by  his  grandmother. 

LESSON  22. 

Mary's  Faithful  Friends. 

(Copy.) 

Mary  opened  the  front  door  and  her  two  pet  dogs  bounded 

out.     They  seemed  to  know  just  where  she  was  going.     Down  the 

long  road  they  went.     Their  little  mistress  followed.     It  was  two 

miles  to  the  schoolhouse.     Mary's  mother  always  sent  the  dogs  to 

guard  her  little  girl.     When  they  reached  the  school  Mary  sent 

them  home.     I  wonder  if  they  came  after  her  at  night. 

Spelling  Words 

opened  front  bounded  seemed  followed 

schoolhouse  guard  reached  wonder 


16 

Spelling  Groups 

two  dogs  to  hiow  thei/r  mistress  just  where 

the  road         mother  sent 
Language 

Read  the  title.    What  name  tells  whose?    How  is  it  written? 
Read  the  fourth  sentence.    What  word  tells  whose  ?    Spell  their. 

Mary's  Faithful  Friends. 

(Reproduction.) 

Who  met  Mary  when  she  opened  the  door?     What  did  they 

seem  to  know  ?    Tell  about  the  walk  to  school.    Where  did  the  dogs 

go  when  they  got  there  ?    I  wonder  if  they  came  after  her  at  night. 

My  Pet  Dogs. 

(Original.) 

Have  you  any  dogs?     What  art  their  names?     Do  you  play 

with  them  ?    What  do  you  play  ?     Can  they  understand  you  when 

you  talk  to  them?    Tell  about  some  of  the  things  they  can  do.    Do 

they  ever  come  to  school  ? 

LESSON  23. 

se7it 
Copy  and  study  for  dictation. 

1.  Mrs.  Brown  sent  Tom  on  an  errand. 

2.  Mrs.  Smith  sent  her  daughter  to  the  country. 

3.  The  grocer  sent  the  things  at  once. 

4.  The  fruitman  sent  a  dozen  of  oranges. 

5.  The  baker  sent  two  loaves  of  whole  wheat  bread. 

6.  Were  you  sent  home  from  school? 

7.  Have  the  clothes  been  sent  home?  ■ 

8.  The  money  was  sent  by  mail. 

9.  Mother  sent  Tom  a  birthday  present. 
10.     The  books  were  sent  here  yesterday. 

LESSON  24. 

A  Walk  to  Grandma's  Home. 

(Copy.) 

Last  Saturday  afternoon  Tom  and  Mary  and  I  started  out 

to  walk  to  grandma's.    We  walked  along Street  until  we 

came  to Street.    Then  we  turned  to  our  right  and  walked 

along Street  four  blocks.     Here  we  cut  through  Lincoln 

Park.     Grandma  lives  two  blocks  north  of  the  Park  on   

Street.  It  was  two  o'clock  when  we  left  home  and  it  was  just  half 
past  two  when  we  reached  grandma's.  It  had  taken  us  just  thirty 
minutes. 

Spelling  Words 

Saturday  afternoon  thirty  minutes 


17 
Spelling  Groups 

our  right  four  blocks  here  we  cut 

through  Lincoln  Park  tivo  o'clock  half  past  two 

Language 

Find  all  the  names  written  with  capital  letters.     Tell  why. 
Find  two  groups  of  words  that  tell  time. 

A  Walk  to 's  Home. 

(Original.) 
Tell  how  to  walk  to  some  one's  home. 

A  Chain  of  Visits. 
(Original.) 
Plan  to  go  to  see  all  your  cousins  or  uncles  or  aunts  in  one 
day.     Tell  how  to  walk  or  ride  from  one  to  the  other. 

LESSON  25. 

right 
Copy  and  study  for  dictation. 

1.  This  is  my  right  hand  and  this  is  my  left. 

2.  I  can  write  with  my  right  hand. 

3.  Turn  to  your  right,  when  you  come  to  the  other  road. 

4.  Right  wins  in  the  long  run. 

5.  The  boat  stopped  first  on  the  right  and  then  on  the  left 

side  of  the  river. 

6.  The  right  way  is  the  best  way. 

7.  Think  right  and  you  will  act  right. 

8.  He  is  the  right  man  in  the  right  place. 

9.  The  soldiers  did  not  turn  to  left  or  right. 
10.     Wagons  keep  to  the  right  of  the  street. 

LESSON  26. 
To  the  City  Hall. 
(Copy.) 
From  our  school  the  City  Hall  is  a  walk  of  about  twenty  min- 
utes.    It  is  one  block  down  the  hill  to  Market  Street.     Then  it  is 
a  straight  walk  east  to  Eighth  Street.     Here  you  must  turn  to  the 
left  one  block.    Then  you  will  find  what  is  left  of  the  old  City  Hall. 

Spelling  Words 

City  Hall       twenty      minutes      Market  Street    Eighth  Street 

Spelling  Groups 

our  school      one  block      here  you  turn       there  you  find 

Language 

Find  all  the  names  written  with  capitals.     Tell  why. 

Learn. 

The  names  of  buildings  are  written  with  capital  letters. 


18 

To  the  City  Hall. 
(Reproduction.) 
How  long  a  walk  is  the  City  Hall  from  your  school?     Give 
directions  to  Market  Street,  then  to  Eighth  Street  and  to  the  City 
Hall. 

To  the  Call  Building. 
(Original.) 
Give  directions  to  go  from  your  home  to  the  Call  Building 
walking  or  riding. 

LESSON  27. 
To  Golden  Gate  Park. 
(Copy.) 
It  is  easy  to  go  from  our  school  to  Golden  Gate  Park.    Walk 
up  to  Haight  Street.    Then  walk  out  Haight  Street  until  you  come 
to  the  entrance  to  the  Park.     It  isn't  too  long  a  walk  for  boys 
and  girls. 
Spelling  Words 

easy  Golden  Gate  Park  Haight  Street        entrance 

Spelling  Groups 

our  school  too  long  for  boys 

Language 

Find  all  the  names  written  with  capital  letters.    Tell  why. 

To  Golden  Gate  Park. 
(Reproduction.) 
Is  it  easy  to  go  from  your  school?     Give  directions  to  go  to 
Haight  Street  and  then  out  to  the  Park.     Is  it  a  long  walk  for 
boys  and  girls? 

To  Golden  Gate  Park. 
(Original.) 
Give  directions  to  go  from  your  home  to  Golden  Gate  Park, 

LESSON  28. 

Jack  Horner. 

(Copy.) 

Jack  Horner  was  a  little  monkey  that  lived  on  a  ship.     He 

wore  a  sailor's  jacket  and  cap.     He  looked  like  a  little  old  man. 

He  liked  to  stay  in  the  kitchen  with  the  cook.     Here  he  got  choice 

bits  to  eat.     When  the  cook  was  not  looking,  Jack  would  steal. 

Then  when  the  cook  scolded  him,  he  would  run  away  and  climb 

up  a  mast.    He  was  very  nimble.    He  always  went  where  he  pleased 

about  the  ship.    His  own  corner  was  a  dry  goods  box.     The  sailors 

kept  it  well  filled  with  straw  for  his  bed. 

Spelling  Words 

monkey       jacket       kitchen       because       choice       scolded 
climb       nimble       pleased       drygoods       sailors       straw 


Spelling  Groups 
he  wore 


19 


would  steal 


went  where 


own  corner 


Language 

How  is  the  name  of  the  monkey  written?     "Why?     Read  the 
second  sentence.    What  word  tells  whose  jacket?    How  is  it  written ? 

Jack  Horner. 
(Reproduction.) 
ship. . . .  wore. . . .  kitchen. . . .  choice  bits. . .' 
climb....   mast....   nimble....   corner.... 


Jack  Horner . 
steal ....  scolded . 
straw 


Monkeys. 
(Original.) 
Have  you  ever  seen  any  monkeys?    "Where  were  they?    Could 
they  climb?     Could  they  do  any  tricks? 

A  Pet  Monkey. 
(Original.) 
Have  you  ever  seen  a  pet  monkey?     To  whom  did  it  belong? 
"Was  it  dressed  ?    "What  did  it  do  ? 

LESSON  29. 

The  Chase. 

(Copy.) 

The  stag  was  drinking  at  the  spring.  He  heard  the  bark  of 

hounds.    He  knew  that  he  was  hunted.    He  bounded  off.    His  lair 

was  on  the  top  of  the  mountain.     It  was  among  the  rocks.     Tall 

grasses  grew  there.     "When  he  reached  his  home  he  stood  up  and 

looked  around.    The  mother  deer  and  three  little  fawns  were  there. 

No  one  knew  where  they  lived.     They  were  safe  among  the  rocks 

high  on  the  mountain  top. 

Spelling  Words 

stag  spring  hounds 

lair  mountain  reached 


hunted 
fawns 

mother  deer 
they  were 


Spelling  Groups 

he  heard         bounded  off         grew  there 
no  one  knew  where  they  lived 

The  Chase. 
(Reproduction.) 
"What  was  the  stag  doing?    "What  did  he  hear?    "What  did  he 
know?     "What  did  he  do?     "Where  was  his  lair?     Tell  about  his 
family.     How  did  they  feel  on  the  mountain  top? 

Deer  in  the  Park. 
(Original.) 
Did  you  ever  see  any  deer  in  the  Park  ?    "What  color  were  they  ? 
Did  any  have  horns?    "Were  there  any  fawns?     Do  you  not  think 
they  are  graceful  and  pretty?    Tell  about  their  beautiful  eyes. 


20 

LESSON  30. 

Rover's  Complaint. 

(Copy.) 

I  wonder  why  Jack  keeps  me  chained  in  the  yard  all  day? 
Doesn't  he  think  that  dogs  like  to  run  about  just  as  much  as  boys? 
He  would  soon  begin  to  cry,  if  he  had  this  big  chain  tied  to  his 
neck.  It  gets  so  hot  here  in  the  sun.  I  would  like  to  lie  down 
under  that  shady  tree.  Jack  doesn't  give  me  nice  fresh  water 
every  day  and  sometimes  he  even  forgets  my  breakfast.  If  I  could 
only  break  this  chain,  I  would  run  away.  I  am  sure  I  could  find 
a  master  who  would  treat  me  better  than  Jack  does. 

Spelling  Words 

complaint  wonder  chained  doesn't 

fresh  tied  breakfast  treat 

Spelling  Groups 

here  in  the  sun  to  lie  down  every  day 

Language 

What  name  in  the  title  tells  whose  ?  How  is  it  written  ?  What 
mark  at  the  end  of  the  second  sentence?  Why?  What  does  here 
mean?  Change  doesn't  to  two  words.  Does  the  sentence  sound 
correct  ? 

Rover's  Complaint. 
(Reproduction.) 

chained like  to  run would  cry hot shady 

tree. . . .  fresh  water.  . . .  breakfast. . . .  break  chain.  . .  .  run  away 
....  master 

My  Dog. 

(Original.) 

Have  you  a  dog?     Do  you  ever  chain  him?    Why?    Do  you 

keep  him  in  the  shade  or  in  the  sun?    Does  he  like  to  run  about? 

Do  you  ever  forget  to  feed  him  or  give  him  water?     How  do  you 

think  dogs  should  be  cared  for? 

LESSON  31. 

The  Wind  and  the  Sun. 
(Copy.) 
Once  upon  a  time  the  wind  and  the  sun  quarrelled.  Each  one 
said  he  was  stronger  than  the  other.  They  saw  a  traveller  on  his 
way.  They  agreed  to  try  in  turn  to  take  off  the  man's  coat.  The  wind 
began.  It  blew  and  blew  and  blew.  The  traveller  fastened  his  coat 
more  closely  around  his  body.  Then  the  sun  tried.  He  scattered' 
the  clouds  and  sent  the  warm  rays  down  to  the  traveller.  It  grew 
too  warm  for  him.  He  threw  off  his  coat  and  ran  to  the  nearest 
tree  for  shade. 

Spelling  Words 

quarrelled  traveller  agreed  fastened 

closely  scattered  clouds 


21 

Spelling  Groups 

once  upon  a  time         each  one         stronger  tJian         they  saw 
to  take  off         it  blew         sent  rays  too  warm 

for  him  he  threiv 

The  Wind  and  the  Sun. 

(Reproduction.) 

Who  quarrelled?     What  did  each  say?     Whom  did  they  see? 

What  did  they  agree  to  do?    What  did  the  wind  do?    What  did 

the  traveller  do?    What  did  the  sun  do?    What  did  the  traveller 

do  then? 

LESSON  32. 

A  Little  Country  Boy. 

(Copy.) 

Eobert  lives  in  the  country.    His  home  is  a  big  house  at  the 

foot  of  a  hill.     He  has  a  very  happy  time.     In  the  morning  he 

goes  out  into  the  barn.    Here  are  all  his  pets.    He  has  a  pet  horse, 

a  cat,  some  rabbits,  and  a  little  kid.     After  his  pets  are  fed,  he 

gives  a  loud  whistle  for  his  dog  Rover.     They  have  a  race  across 

the  field.     They  run  to  where  the  men  are  working. 

Spelling  Words 

Robert  country  whistle  across  field 

Spelling  Groups 

here  are  some  rabbits  they  have 

Language 

Read  the  sentence  with  the  names  of  Harry's  pets.  Three 
or  more  of  the  same  kind  of  words  make  ar  series.  Read  the  series 
in  the  sentence.    How  are  the  Avords  of  a  series  separated? 

Learn. 

The  words  of  a  series  are  separated  by  commas. 

A  Little  Country  Boy. 
(Reproduction.) 
Where  does  Robert  live?     What  does  he  do  in  the  morning? 
What  pets  has  he?    What  does  he  do  when  his  pets  are  fed? 

A  Little  Country  Boy. 
(Original.) 
Did  you  ever  know  any  little  country  boy  ?     Did  he  ha've  any 
pets?     Tell  about  them.     What  fun  did  he  have? 

LESSON  33. 
Write  sentences  with  these  series  of  words. 

1.  cats,  dogs,  and  chickens. 

2.  men,  women,  and  children. 

3.  bats,  balls,  and  gloves. 

4.  dolls,  dishes,  and  other  toys. 

5.  rain,  snow,  and  win. 


22 

6.  May,  June,  and  July. 

7.  Monday,  Tuesday,  Wednesday,  Thursday,  and  Friday. 

8.  Oakland,  Berkeley,  and  Alameda, 

9.  Europe,  Asia,  and  Africa. 

10.     England,  Scotland,  Wales,  and  Ireland. 

LESSON  34. 
Rosa  Bonheur. 
(Copy.) 
When  Rosa  Bonheur  was  a  little  girl  only  four  years  old,  she 
could  draw  very  well.     She  could  draw  horses,  dogs,  cows,  and 
sheep.     The  white  walls  of  her  little  room  were  covered  with  pic- 
tures as  high  as  her  little  hand  could  reach. 

Rosa  Bonheur 's  home  was  in  France.  It  was  a  beautiful  part 
of  the  country.  She  was  the  eldest  of  four  children.  Her  father 
gave  lessons  in  drawing  and  made  pictures  for  books. 

Rosa  loved  animals  and  had  many  pets.  Stray  dogs  and  horses 
were  never  turned  away.  She  fed  wild  rabbits  and  tamed  the 
squirrels.  The  child  artist  drew  pictures  of  all  these  animals.  She 
studied  them  as  they  ran  or  walked  or  lay  down  to  rest. 

Spelling  Words 

Rosa  Bonheur       pictures       reach       beautiful       France 
lessons  stray  squirrels  artist 

Spelling  Groups 

four  years  very  well  were  covered  for  books 

Language 

How  many  paragraphs  in  this  composition?  What  is  the  first 
one  about?  The  second  one?  Read  the  second  sentence  of  the 
first  paragraph.  How  are  the  words  of  a  series  separated?  Read 
the  last  sentence.    What  two  words  could  be  used  in  place  of  lay? 

Rosa  Bonheur. 
(Reproduction.) 

At  what  age  could  Rosa  Bonheur  draw  well?  What  could  she 
draw  ?    What  were  the  white  walls  of  her  room  covered  with  ? 

Where  was  her  home?  Did  she  have  any  brothers  and  sisters? 
What  was  her  father's  occupation? 

How  did  Rosa  always  feel  toward  animals?  In  what  way  did 
she  show  her  love? 

LESSON  35. 
Copy  and  study  for  dictation. 

1.  Little  May  lay  on  the  rug  before  the  fire, 

2.  Sport  lay  on  the  grass  in  the  sun. 

3.  Tabby  lay  under  the  stove  all  the  morning, 

4.  Boy  Blue  lay  in  the  haycock  fast  asleep. 

5.  One  kitten  lay  on  the  porch. 

6.  Two  kittens  lay  on  the  grass  in  the  garden. 


23 

7.  Four  kittens  lay  under  the  big  oaktree. 

8.  Many  people  lay  on  the  warm  sands  of  the  beach. 

9.  A  few  seals  lay  on  the  rocks. 

10.     Three  little  birds  lay  asleep  in  their  nest  in  the  tree. 
Read  the  above  sentences  and  change  lay  to  was  lying  or 
were 'lying. 

LESSON  36. 
A  Winter  Day. 
(Copy.) 

There  was  a  bright  blaze  in  the  fireplace.  The  big  log  crackled 
and  threw  out  sparks.  We  looked  out  of  the  window.  The  beau- 
tiful snow  covered  everything.  It  covered  the  housetops  and  the 
streets.  The  .iingle  of  bells  was  heard.  We  knew  Uncle  George  was 
coming  with  his  big  sleigh.  We  put  on  our  big  coats,  our  fur  caps, 
and  our  scarfs.  No  one  forgot  gloves  or  mittens.  We  rode  for  miles 
out  into  the  beautiful  country.  After  an  hour's  ride  we  all  got 
out  and  had  a  game  of  snowball.  We  then  gathered  evergreens. 
With  these  we  climbed  into  the  sleigh  and  were  soon  on  the  road 
for  home. 

Spelling  Words 

blaze      fireplace      crackled      sparks      housetops      jingle 
sleigh     scarfs      mittens      gloves      evergreens      snowball 

Spelling  Groups 

the^'B  was      threw  out      was  heard      we  knew      our  coats 
we  rode     fur  caps     no  one     the  road    for  him 

Language 

Find  a  title  with  a  name.  How  is  it  written?  Find  a  sen- 
tence with  a  series.    How  are  the  words  separated  ? 

A  Winter  Day. 

(Reproduction.) 
Tell  about  the  bright  blaze  in  the  fireplace.  . .  .big  log.  . .  .win- 
dow. . .  .  beautiful  snow.  . .  .  jingle  of  bells. . . .  Uncle  George.  . .  . 
coats,  caps,  scarfs,  and  mittens. . .  .  rode  for  miles.  . .  .  snowball.  . . . 
evergreens ....  road  for  home. 

A  Sleigh  Ride. 
(Original.) 
Did  you  ever  go  on  a  sleighride  ?    Where  and  with  whom  ?    How 
did  you  dress?     Tell  about  the  ride. 

LESSON  37. 
Mrs.  Pussy. 
(Copy.) 

Mrs.  Pussy  is  the  fireside  friend  and  the  pet  of  the  children. 
She  comes  to  meet  her  friends  in  the  morning  and  is  pleased  to 
see  them.    She  rubs  her  soft  fur  coat  up  against  them  and  begins  to 


24 

purr.    She  means  to  say,  "I  am  very  glad  to  see  you."    When  she 
wants  anything  she  mews. 

Mrs.  Pussy  likes  a  saucer  of  milk.  She  eats  all  sorts  of  scraps 
from  the  table.  But  she  likes  the  flesh  of  mice  and  birds  better 
than  anything  else.  She  kills  mice  and  birds  because  she  was  made 
to  do  so  by  nature.  We  should  protect  the  little  birds  in  the 
trees  about  our  homes.  We  can  do  this  by  giving  Mrs.  Pussy 
plenty  to  eat.     She  will  not  go  hunting  unless  she  is  hungry. 

Spelling  Words 

friend         fireside         purr         mews         saucer         sorts 
scraps        flesh        nature        protect        unless        hungry 

Spelling  Groups 

to  meet        to  see         fur  coat        our  homes        by  giving 

Language 

Read  the  next  to  last  sentence  in  the  first  paragraph.  What 
is  it  pussy  means  to  say?  This  is  a  quotation  and  it  is  set  off 
by  quotation  marks.  How  is  it  separated  from  the  rest  of  the 
sentence  ? 

Learn. 

Quotation  marks  are  used  when  the  exact  words  of  any  one 
are  repeated.  A  quotation  is  separated  from  the  rest  of  a  sen- 
tence by  a  comma. 

Mrs.  Pussy. 
(Reproduction.) 

Mrs.  Pussy  is  the  fireside  friend.  Whose  pet  is  she?  How 
does  she  show  she  is  pleased  to  see  them?  When  does  she  purr? 
When  does  she  mew? 

What  does  Mrs.  Pussy  like  to  eat?  What  does  she  like  best 
of  all?    Why?     How  can  we  protect  the  birds  from  Mrs.  Pussy? 

LESSON  38. 
Copy  and  study  for  dictation. 

1.  Mary  said,  "I  must  go  home  at  four  o'clock." 

2.  Tom  cried,  "Stop  that  horse." 

3.  Mr.  Smith  called  to  the  boys,  "Come  here  quickly." 

4.  Mrs.  Smith  asked,  "Have  you  seen  James?" 

5.  The  boys  shouted,  "We  found  him  at  last." 

6.  "I  must  go  home  at  four  o'clock,"  said  Mary. 

7.  "Stop  that  horse,"  cried  Tom. 

8.  "Come  here  quickly,"  called  Mr.   Smith. 

9.  "Have  you  seen  James?"  asked  Mrs.  Smith. 
10.  "We  found  him  at  last,"  shouted  the  boys. 

Notice  that  each  of  the  above  quotations  begins  with  a  capital. 


25 

LESSON  39. 

The  Shepherd  Boy  and  the  Wolf. 
(Copy.) 

A  boy  was  once  told  to  mind  some  sheep.  One  day  he  thought 
he  would  have  some  fun.  He  called  out,  "The  wolf!  The  wolf!" 
The  men  came  running  from  the  neighboring  fields,  but  the  shep- 
herd boy  only  laughed  at  them. 

One  day  a  wolf  did  attack  his  sheep.  The  boy  called  for  help, 
but  the  men  would  not  come.  The  wolf  killed  several  sheep  and 
carried  off  the  shepherd  boy's  pet  lamb. 

Spelling  Words 

once  thought  neighboring  fields 

shepherd  attack  several 

Spelling  Groups 

some  sheep  one  day  carried  off 

Language 

What  words  in  the  title  are  written  with  capital  letters?    Why? 
Why  are  there  two  paragraphs  to  this  composition?     Find  a  sen- 
tence with  a  quotation.    Tell  all  about  it.    What  mark  after  wolf? 
(An  exclamation  mark.) 
Learn. 

An  exclamation  mark  is  used  after  an  exclamation. 

The  Shepherd  Boy  and  the  Wolf. 
(Reproduction.) 
What  was  a  boy  once  told  to  do?    What  did  he  do  one  day? 
Who  came  running  to  help  him?    What  did  the  shepherd  boy  do? 
What  happened  one  day?    What  did  the  boy  do?    What  did 
the  wolf  do? 

LESSON  40. 
A  Pair  of  Rubber  Boots. 
(Copy.) 
When  Harry  Jones  woke  up  and  heard  the  rain,  he  was  the 
happiest  person  in  the  house.     Only  the  day  before  his  mother 
had  taken  him  to  town.     She  had  bought  him  a  fine  pair  of  rubber 
boots.     He  dressed  in  a  hurry.     He  ate  his  breakfast  in  a  hurry 
also.     He  then  put  on  his  big  coat  and  those  fine  rubber  boots. 
He  looked  for  the  two  sailboats  he  had  made  that  week.     There 
they  were  in  the  sitting-room,  just  where  he  had  left  them.    "Hur- 
rah!" cried  Harry,  when  he  saw  the  big  puddle  in  front  of  his 
house.     What  do  you  think  he  did  all  the  morning? 


[ling  Words 

happiest              bought 

rubber 

sitting-room 

puddle 

front 

morning 

Spelling  Groups 

heard  rain  to  town  pair  of  boots  ate  breakfast 

two  sailboats       that  week       there  they  were       just  where 


26 

Language 

Find  three  sentences  separated  into  parts  by  commas.  Find 
a  question.  What  mark  at  the  end?  Find  a  sentence  with  a 
quotation.  Read  the  quotation.  What  mark  after  it ?  Why?  What 
marks  around  it? 

A  Pair  of  Rubber  Boots. 
(Reproduction.) 
Why  was  Harry  Jones  happy  when  he  heard  the  rain?     How 
quickly  did  he  dress  and  eat?    What  did  he  do  then?    Where  did 
he  go? 

My  First  Rubber  Boots. 
(Original.) 
When  did  you  get  your  first  pair  of  rubber  boots?     How  old 
were  you?     Tell  about  the  first  time  you  wore  them.     Tell  about 
other  times. 


LESSON  41. 

The  Country  Mouse  and  the  City  Mouse.    Part  L 

(Copy.) 

Once  there  was  a  mouse.  She  lived  in  the  country.  One  day 
her  cousin  came  to  see  her.  Her  cousin  lived  in  the  city.  The 
country  mouse  was  very  glad  to  see  the  city  mouse.  She  asked 
her  to  stay  to  dinner.  The  city  mouse  thanked  her  country  cousin 
and  took  off  her  cap  and  coat.  She  helped  to  put  the  dishes  on 
the  table.  When  dinner  was  ready,  she  looked  at  the  corn  and 
beans.  She  thought  it  was  a  queer  dinner.  There  was  not  a  bit 
of  cake  or  cheese.  She  invited  the  country  house  to  her  house 
in  the  city.  She  said,  "I  have  cheese  every  day  for  my  dinner." 
The  country  mouse  thanked  her  and  said,  "I  will  go." 

Spelling  Words 

once  mouse  country  cousin 

ready  thought  queer  cheese 


Spelling  Groups 

there  was 
to  dinner 


country 
queer 

one  day 
took  off 


thanked 
invited 


Language 

Find  the  sentences  with  quotations, 
off  from  the  rest  of  the  sentence  ? 


to  see 
every  day 

How  is  a  quotation  set 


The  Country  Mouse  and  the  City  Mouse.    Part  1. 

(Reproduction.) 

Tell  about  the  visit  of  a  city  mouse  to  her  country  cousin. 
What  did  the  city  mouse  say?  What  did  she  do?  What  did  she 
think  about  the  dinner?  What  did  she  tell  her  country  cousin? 
What  did  the  country  mouse  say? 


27 

LESSON  42. 

The  Country  Mouse  and  the  City  Mouse.    Part  II. 
(Copy.) 

So  the  two  mice  went  to  the  city.  When  they  got  there,  they 
were  very  hungry.  First  they  went  into  the  kitchen.  The  city 
mouse  showed  her  country  cousin  where  the  cook  kept  things  to 
eat._  She  ran  across  the  kitchen  into  a  big  closet.  Here  they  found 
a  big  pie.  They  were  just  beginning  to  eat,  when  the  city  mouse 
told  her  countrj^  cousin  to  run.  The  cat  was  in  the  kitchen.  She 
told  her  country  cousin  the  danger  of  cats. 

Next  the  two  mice  went  to  the  cellar  to  find  some  apples.  "What 
a  lot  of  apples  they  found !  Then  the  country  mouse  smelt  cheese. 
But  the  city  mouse  showed  her  where  it  was.  It  was  in  a  trap. 
She  told  her  about  the  trap.  The  country  mouse  looked  at  it. 
She  said,  "I  will  go  home."  In  her  home  she  did  not  have  to 
fear  cats  or  traps.  She  did  not  have  cake  and  cheese  and  apples 
every  day.  But  she  liked  corns  and  beans  eaten  without  fear  better. 
Spelling  Words 

kitchen  across  closet  beginning  danger 

cellar         smelt         cheese         showed 
Spelling  Groups 

two  mice  got  there  they  were  here  they  found 

had  heard         some  apples        ivhere  it  was         every  day 

Language 

Read  the  second  sentence  in  the  second  paragraph.  Notice  the 
mark  at  the  end.  What  is  it  called?  When  is  it  used?  Find  a 
quotation.     How  is  it  separated  from  the  rest  of  the  sentence? 

The  Country  Mouse  and  the  City  Mouse.  Part  II. 
(Reproduction.) 
Tell  about  the  trip  of  the  two  mice  to  the  city.  What  did 
they  find  in  the  kitchen  closet?  What  made  them  run?  Where 
did  they  go  next?  What  did  they  find  in  the  cellar?  Where  did 
they  find  some  cheese?  What  did  the  city  mouse  tell  the  country 
mouse?    What  did  the  country  mouse  say  and  do? 

LESSON  43. 
The  Indians. 

Read  the  story  from  the  *California  State  Series  Second 
Reader,  Pages  24  and  25. 

Spelling  Words 

Indians  country  tents  chairs  ground 

woman  travel  board  fearless 

Spelling  Groups 

there  were  no  people  where  we  live  like  ours 

their  beds  one  place  for  a  time  they  found 

could  see  to  work  wore  feathers 


*Brooks's  Second  Reader. 


28 

Language 

Ficd  the  name  of  a  nation.  How  is  it  written?  Why?  How 
many  paragraphs  in  this  reading  lesson?  What  is  each  paragraph 
about?  Find  the  sentence  with  a  series.  How  are  the  parts  of  a 
series  separated? 

The  Indians. 
(Reproduction.) 
Who  lived  in  our  country  before  the  white  people  came  here? 
Tell  about  their  tents,  chairs,  and  beds. 
About  moving  from  place  to  place. 
About  the  Indian  baby  and  its  cradle. 
About  the  Indian  men. 

Indians  I  Have  Seen. 
(Original.) 
Did  you  ever  see  any  Indians?    Were  they  in  a  camp  or  in  a 
circus  ?    How  were  they  dressed  ? 

What  did  the  men  do  ?    What  were  the  women  making  ? 
Did  you  see  an  Indian  baby  ?    How  was  it  dressed  ?    Tell  about 
its  cradle. 

LESSON  44. 
Write  sentences  with  these  series  of  words: 

1.  to  jump,  to  run,  and  to  play. 

2.  to  read,  write,  and  spell. 

3.  to  see,  hear,  feel,  taste,  and  smell. 

4.  wash  the  dishes,  sweep  the  floors,  and  dust  the  rooms. 

5.  chop  wood,  bring  in  coal,  and  clean  the  yard. 

6.  under  the  table,  behind  the  door,  and  in  the  closet. 

7.  the  floor,  the  walls,  and  the  ceiling. 

8.  swimming,  boating,  and  fishing. 

9.  narrow,  crooked,  and  dirty. 
10.     gentle,  patient,  and  loving. 

LESSON  45. 
The  Ants  and  the  Grasshopper. 
(Copy.) 

A  grasshopper  sang  merrily  all  summer.  When  winter  came 
on,  it  almost  perished  with  hunger.  It  went  to  some  ants  that 
lived  near  by  and  asked  them  for  some  food  they  had  put  by.  It 
promised  to  ij^ay  them  back  within  a  year.  "What  did  you  do 
all  summer?"  asked  the  ants.  "I  sang  all  the  day  and  all  the 
night,"  replied  the  grasshopper.  "Now  you  can  dance,"  said  the 
ants.    And  they  would  not  give  the  idle  grasshopper  any  food. 

Spelling  Words 

grasshopper  merrily  summer  perished 

hanger  promised 


29 
Spelling  Groups 

some  ants  near  hy  for  food 

Language 

Read  the  second  sentence.  "What  separates  it  into  parts?  Read 
the  sentences  with  quotations.  How  are  the  quotations  set  off  and 
separated  from  the  rest  of  the  sentence?  Find  the  names  of  two 
seasons.    How  are  they  written? 

The  Ants  and  the  Grasshopper. 

(Reproduction.) 

What   did  a  grasshopper  do   all  summer?     "What  happened 

when  winter  came  on  ?    To  whom  did  it  go  for  food  ?    What  did  it 

promise?     What  did  the   ants  ask?     "What  did  the   grasshopper 

reply?    What  did  the  ants  then  say? 

The  Butterfly  and  the  Bees. 
(Original.) 

Tell  a  story  like  the  above  about  a  butterfly  and  some  bees. 

LESSON  46. 
A  Butterfly  Story. 

Read  the  story  in  the  *California  State  Series  Second  Reader, 
Page  36. 

Spelling  Words 

flower  butterfly  sunshine 

carrot  weeks  queen 

Spelling  Groups 

sails  away  ate  leaves 

Language 

Find  the  name  written  with  the  's. 


caterpillar  crept 

cradle  beautiful 


to  see 


What  does  it  tell? 

A  Butterfly  Story. 
(Reproduction.) 
Read  the  story  from  the  *  California    State    Series    Second 
Reader,  Page  36. 

Write  the  story,  but  do  not  use  any  quotation  marks. 

flying  flower sunshine. . . .  fall. . . .  caterpillar. . . .  carrot 

plant. . . .  children.  . . .  ate  leaves ....  sleep ....  queen. . . ,  case. . . . 
spring.  .  .  .  beautiful  wings.  . . .  pretty  but- 


winter  . 
terfly 


cradle . 


Our  Butterflies. 
(Original.) 

Did  you  ever  have  caterpillars  at  school?  What  color  were 
they?  Were  they  hairy  or  smooth?  What  did  you  feed  them? 
How  big  did  they  grow?  As  big  as  your  little  finger?  Did  they 
go  to  sleep?     Teil  about  their  cradles.     What  happened  one  day? 


*  Brooks 's    Second    Eeader. 


30 

LESSON  47. 

The  Stag. 
(Copy.) 
Once  upon  a  time  a  stag  was  looking  at  himself  in  a  pool  of 
water.  He  admired  his  beautiful  branching  horns,  but  he  did  not 
like  his  thin  legs.  Suddenly  he  heard  the  bark  of  hounds.  His 
legs  helped  him  to  get  far  ahead  of  the  hunter  and  his  dogs. 
Then  he  came  to  a  forest.  He  had  not  run  far,  when  his  horns 
caught  in  the  branches  of  a  tree.  He  said  to  himself,  "If  it  had 
not  been  for  my  horns,  my  legs  would  have  saved  my  life." 

Spelling  Words 

stag        pool         admired        beautiful         branching        horns 
suddenly         bark         hounds         ahead         forest         caught 

Spelling  Groups 

once  upon  a  time  he  heard 

Language 

Find  three  sentences  separated  into  parts  by  commas.  Find 
a  sentence  with  a  quotation.  How  is  it  set  off?  How  is  it  separ- 
ated from  the  rest  of  the  sentence?     How  does  it  begin? 

The  Stag. 
(Reproduction.) 
Once  upon  a  time  what  was  a  stag  doing?    What  did  he  ad- 
mire?    What  didn't  he  like?     What  did  he  hear?     What  helped 
him  to  escape?    What  did  he  come  to?    What  happened? 

A  Live  Stag 

or 

A  Stag  in  a  Picture. 

(Original.) 

Have  you  ever  seen  a  live  stag?     A  picture  of  a  stag?     Tell 

about  his  fine  horns.    What  was  he  doing? 

LESSON  48. 
A  Wonderful  City. 
(Copy.) 

A  beehive  is  a  wonderful  city.  In  it  are  many  thousand  little 
workers.  They  begin  their  day's  work  before  sunrise.  Some  go 
out  for  honey  to  the  blossoms  of  orchard  and  meadow.  Others 
stay  at  home  to  make  wax  and  to  build  cells.  To  make  wax  the 
workers  first  eat  all  the  honey  they  can.  Then  they  hang  them- 
selves together  in  long  lines  from  the  top  of  the  hive.  In  about 
twenty-four  hours  the  honey  is  changed  to  wax.  One  worker  can 
build  one  cell  in  twenty-four  hours.  Besides  those  that  gather 
honey  and  make  wax  and  build  cells,  there  are  many  other  workers 
in  a  hive.  And  for  these  many  thousand  busy  bees  there  is  only 
one  queen. 


31 


Spelling  Words 

wonderful          beehive 
blossoms           orchard 

thousand 
meadow 

workers          sunrise 
wax           twenty-four 

Spelling  Groups 

their  day's  work 
build  cells 

some  go 
there  are 

for  honey 
one  queen 

A  Wonderful  City. 
(Reproduction.) 
"What  is  a  beehive?    How  many  workers  are  in  it?    When  do 
they  begin  their  day's  work?    What  do  some  do?  What  do  other  do? 

A  Glass  Beehive. 
(Original.) 
Have  you  ever  looked  in  a  glass  beehive?    Tell  what  you  saw 
the  bees  doing. 

A  Wonderful  Box. 

(Original.) 

Did  you  ever  get  a  look  inside  a  beehive?  When  and  where? 
How  were  you  protected?     What  did  you  see? 

LESSON  49. 
Copy  and  study  for  dictation, 

twenty-one  twenty-four  twenty-seven 

twenty-two  twenty-five  twenty-eight 

twenty-three  twenty-six  twenty-nine 

LESSON  50. 
The  Princess  Iris. 
(Copy.) 

Did  you  ever  see  a  very  high  mountain?  Could  its  top  reach 
the  sky?  And  did  you  ever  see  a  large  white  cloud  on  top  of  the 
mountain?  That  was  the  palace  of  a  king  and  queen.  Now  this 
king  and  queen  had  a  lovely  daughter  whose  name  was  Iris.  Did 
you  ever  see  a  beautiful  rainbow  in  the  sky?  The  rainbow  was 
a  magic  bridge.  Upon  it  the  Princess  Iris  came  down  to  earth. 
She  always  came  'in  a  golden  chariot  drawn  by  two  handsome 
peacocks.  And  she  hid  herself  and  her  chariot  in  a  red  and  purple 
cloud.    We  can  tell  where  she  has  been,  for  there  the  flag  lilies  grow. 

Spelling  Words 

mountain  cloud  palace  lovely  daughter 

beautiful  rainbow  magic  bridge  Princess  Iris 

Spelling  Groups 

you  see  to  earth  by  two  grow  there 

Language 

Read  all  the  sentences  that  are  questions.  What  marks  after 
them?  Find  a  title  with  a  name.  How  written?  Why  are  king 
and  queen  written  with  small  letters  ? 


32 

The  Princess  Iris. 
(Reproduction.) 

"What  was  the  palace  of  a  king  and  queen?  "What  did  they 
have?  What  was  the  rainbow?  How  did  she  come  down  to  earth? 
How  can  we  tell  where  she  has  been? 

Flag  Lilies. 
(Original.) 
Have  you  ever  gathered  flag  lilies?    "Where?     Tell  about  the 
spot.    What  colors  were  the  lilies? 

LESSON  51. 
The  Three  Brother  Pigs.  Part  I. 

(Copy.) 

Once  there  were  three  brother  pigs.  One  was  a  great  big  pig. 
One  was  not  so  large.    One  was  a  very  little  pig. 

One  day  they  went  out  for  a  walk.  They  walked  and  walked. 
At  last  they  came  to  a  big  wood.  They  could  not  find  a  house  to 
sleep  in.  They  were  afraid  of  Mr.  Wolf,  so  they  went  out  on  the 
road  again.     They  went  to  look  for  something  to  build  a  house  of. 

Big  Pig  met  a  man  with  some  hay.  He  asked  for  some  to  make 
a  house.  The  man  gave  him  some.  Then  Big  Pig  made  a  house 
of  hay.  When  night  came  he  went  to  bed.  By  and  by  Mr.  Wolf 
came  along.  He  knocked  at  the  door.  He  said,  "Big  Pig,  let  me 
in."  But  Big  Pig  would  not.  So  Mr.  Wolf  puffed  and  puffed 
and  blew  Big  Pig's  house  down.  Then  he  ate  Big  Pig.  Poor  Big 
Pig! 
Spelling  Words 

once  afraid  build  knocked  puffed 

Spelling  Groups 

there  were  one  was        great  big  pig  for  a  walk 

they  came  to  a  ivoocl  to  sleep  on  the  road 

some  hay  hy  and  hy        he  hlew  he  ate 

Language 

What  is  the  wolf  called  in  this  story?  What  is  the  name  of 
the  great  big  pig?  How  are  these  names  written?  Read  the  sen- 
tence with  a  quotation.  How  is  the  quotation  .set  off?  Read  the 
exclamation  at  the  end  of  the  composition.     What  mark  after  it? 

The  Three  Brother  Pigs. 

(Reproduction.) 

three  brother  pigs....    their  sizes....    their  walk....   a  big 

wood ....  no  house ....  on  the  road  again ....  something  to  build 

with Big  Pig man  with  hay.  ...  his  house Mr.  Wolf 

LESSON  52. 
The  Three  Brother  Pigs.  Part  II. 

(Copy.) 
Big  Pig's  brother  went  along  the  road.     He  met  a  man  with 
some  wood.     He  asked  him  for  some  to  build  a  house.     The  man 
gave  him  the  wood. 


33 

Then  Master  Pig  built  himself  a  house  of  wood.  When  night 
canie  he  went  to  bed.  By  and  by  bad  Mr.  Wolf  oanie.  He  knocked 
at  the  door  and  said,  "Master  Pig,  let  me  in."  But  ho  would 
not.  Then  Mr.  Wolf  puffed  and  puffed  and  blow  Ibc  honso  down. 
He  ate  Master  Pig.    Poor  Master  Pig ! 

Then  little  Pig  went  along  the  road.  He  mot  a  man  with  some 
bricks.  He  asked  for  some  to  build  a  house.  The  man  gave  him 
the  bricks.     So  Little  Pig  made  a  house  of  bricks. 

By  and  by  bad  Mr.  Wolf  came  along.  He  knocked  at  the 
door  and  said,  "Little  Pig,  let  me  in."  But  he  would  not.  So 
Mr.  Wolf  puffed  and  puffed,  but  he  could  not  blow  the  house  down. 


Spelling  Words 
built 

knocked 

puffed 

bricks 

Spelling  Groups 
the  road 
hy  and  hy 

some  wood 
would  not 

to  build 
hlew  down 

to  bed 
he  ate 

Language 

Read  the  quotations.  How  set  off?  How  separated  from  the 
rest  of  the  sentence?  Read  the  exclamation  at  the  end  of  the 
second  paragraph.     What  mark  after  it? 

The  Three  Brother  Pigs. 
(Reproduction.) 
Big  Pig's  brother.  .  .  .  road.  .  .  .  man  with  wood.  ...  his  house 
Mr.  Wolf.  .  .  .   Little  Pig.  .  .  .   man  with  bricks.  .  .  .   his  house.  . . . 
Mr.  Wolf 


LESSON  53. 
The  Three  Brother  Pigs.  Part  III. 

(Copy.) 

Mr.  Wolf  wanted  to  get  Little  Pig  out  of  his  house.  He  wanted 
to  eat  him  up  also.  So  he  told  him  of  a  place  where  there  were 
some  nice  apples.  He  invited  Little  Pig  to  go  along  with  him  that 
he  might  show  him  the  way.  He  told  him  to  be  ready  by  five 
o'clock  the  next  morning.  Little  Pig  said,  "I  will."  But  wise 
Little  Pig  got  up  at  four  o'clock  and  went  for  the  apples.  Mr. 
Wolf  came  at  five  o'clock.  He  asked,  "Little  Pig,  are  you  ready?" 
Little  Pig  laughed  and  told  Mr.  Wolf  he  had  been  there  and 
brought  home  a  basket  of  apples.  This  made  Mr.  Wolf  very  angry. 
He  climbed  up  on  the  roof  of  Little  Pig's  brick  house. 

Down  through  the  chimney  he  came.  But  there  was  a  big 
pot  of  boiling  water  on  the  fire.  He  fell  into  it.  Then  Little 
Pig  cooked  him  and  ate  him.    This  was  the  end  of  bad  Mr.  Wolf. 

Spelling  Words 

invited  might  ready  laughed 

brought  climbed  chimney 


34 

Spelling  Groups 

where  there  were         some  apples  to  he         he  would 

four  o'clock        for  the  apples        been  there        down  through 

Language 

Find  a  name  with  a  title.  What  is  Mr.  ?  What  is  an  abbrevia- 
tion? Read  a  sentence  that  tells  time.  Another.  Find  a  name 
that  tells  whose.    How  is  it  written? 

The  Three  Brother  Pigs. 

(Reproduction.) 

Mr.  Wolf Little  Pig.  .  .  .   apples invited  ...   the  way 

....  five  0  'clock ....  four  o  'clock ....  laughed ....  basket  of  apples 
.  . .  .Mr.  Wolf  angry.  . .  .  climbed  on  roof.  . .  .  chimney.  . . .  boiling 
water.  . . .  end  of  Mr.  Wolf. 


LESSON  54. 

A  Busy  Boy  and  Girl. 

(Copy.) 

Jack  Brown  said,  "I  have  to  do  so  many  things.  I  have  to 
chop  wood  and  bring  in  coal.  I  ha've  to  water  the  garden  and  keep 
the  yard  clean.  I  have  to  run  errands.  I  have  to  feed  my  rabbits 
and  my  dog.     I  hardly  have  time  to  play." 

May  Brown  said,  "I  have  so  many  things  to  do.  I  have  to 
set  the  table  and  dry  the  dishes.  I  have  to  help  make  the  beds. 
I  have  to  mind  the  baby.  I  have  to  feed  my  bird.  Don't  you 
think  I'm  a  busy  little  girl?" 

Spelling  Words 

many  errands  rabbits  hardly  busy 

Spelling  Groups 

have  to  chop  wood 


Language 


guage 

How  many   paragraphs   in  this  composition?     Why?     Read 

quotation  in  each.     Tell  how  many  sentences.     How  set  off? 


A  Busy  Boy  and  Girl. 
(Reproduction.) 
What  did  Jack  Brown  say? 
What  did  May  Brown  say? 

A  Busy  Boy  and  Girl. 

(Original.) 

What  did  another  busy  boy  say?     What  did  another  busy 
girl  say? 


35 

LESSON  55. 

Little  Johnnie  Bear. 
(Copy.) 

Little  Johnnie  Bear  lived  with  his  mother  in  a  large  park. 
In  this  park  was  a  large  hotel.  People  used  to  come  here  to  spend 
their  vacations.  Johnnie  Bear  became  quite  a  favorite  with  the 
guests  at  the  hotel.    No  one  was  allowed  to  tease  him. 

The  cook  used  to  throw  scraps  out  for  the  little  bear.  One 
night  he  went  as  usual  to  get  his  supper.  He  hunted  among  the 
scraps  until  he  found  a  can  of  jam.  Now  Johnnie  Bear  liked  sweet 
things.  He  put  his  paw  into  the  can  and  then  licked  it.  Finally 
he  finished  one  can  of  jam  and  hunted  around  till  he  found  another. 
The  opening  to  this  can  was  not  large  enough  for  his  paw.  At 
last  he  managed  to  get  his  nose  in.  But  once  it  was  in  the  can, 
he  could  not  get  it  out.  He  squealed  very  loudly.  His  mother 
hearing  his  squeals  came  and  pulled  the  can  off  his  nose. 

Spelling  Words 

Johnnie  Bear          hotel          people  favorite  guests 

allowed          tease          scraps  usual  paw 

finally          finished          opening  managed  squealed 

Spelling  Groups 

used  to  come   here  their  vacations  no   one 

for  the  dear  he  found  off  his  nose 

Little  Johnnie  Bear. 
(Reproduction.) 

Where  did  Johnnie  Bear  live?  Tell  about  the  hotel  and  the 
guests. 

cook supper can  of  jam....    sweet  things paw 

....   another  can nose ....   squealed ....  his  mother 

Johnnie  Bear. 

(Original.) 

Have  you  read  the  story  of  Johnnie  Bear?     Was  he  a  real 

bear?     What  funny  things  did  the  little  fellow  do?     When  did 

he  climb  to  the  top  of  a  tree  ?    Why  ?    What  would  he  do  up  there  ? 

What  became  of  him? 

LESSON  56. 

Kind  Deeds. 

(Copy.) 

One  morning  a  little  boy  lay  sleeping  in  a  pile  of  brown  and 
yellow  leaves  by  the  roadside.  His  clothes  were  ragged  and  dirty. 
His  little  face  was  pale  and  thin.  A  laboring  man  carrying  a  lunch 
pail  passed  on  his  way  to  work.  He  stopped  and  looked  at  the 
little  boy.    Then  he  left  half  his  lunch  in  the  little  ragged  cap. 

Another  workman  watched  the  laborer  until  he  had  passed 
the  corner.  He  then  dropped  a  quarter  into  the  cap  with  the 
lunch.     After  awhile  a  little  boy  came  along.     He  stopped  a  mo- 


\ 


36 

ment  and  then  ran  back  the  way  he  had  come.     Soon  he  returned 
and  laid  a  pair  of  shoes  beside  the  cap. 

Presently  the  boy  awoke  and  he  saw  the  things  that  had  been 
given  him.    Big  tears  trickled  down  his  face. 

Spelling  Words 

clothes  ragged  dirty  laboring  carrying 

workman  watched        corner  quarter  moment 

stopped  presently  awoke  trickled 

Spelling  Groups 

one  morning  hy  the  roadside  lunch  pail 

passed  on  after  awhile  a  pair  of  shoes 

Language 

Read  the  last  sentence  in  the  second  paragraph.     What  word 
can  be  used  for  laidf 

Kind  Deeds. 
(Reproduction.) 
"Who  was  sleeping  bj^  the  roadside?     Tell  about  his  clothes 
and  his  face.     What  did  a  laboring  man  do?     What  did  another 
workman  do?    What  did  a  little  boy  do? 
What  did  the  boy  do  when  he  awoke? 

LESSON  57. 
laid 
Copy  and  study  for  dictation. 

1.  Ethel  laid  her  hat  on  the  bed. 

2.  Tom  laid  his  knife  on  the  table. 

3.  Mr.  Brown  laid  his  book  down. 

4.  Mrs.  Smith  laid  her  sewing  in  her  lap. 

5.  Miss  Jones  laid  her  dress  away. 

6.  The  boys  laid  their  caps  along  the  fence. 

7.  May  laid  her  doll  down  in  its  bed. 

8.  The  children  laid  their  books  on  their  desks. 

9.  The  teacher  laid  down  her  pen. 

10.     The  old  man  laid  his  heavy  bundle  down. 

Read  and  change  laid  to  pnt. 

LESSON  58. 

lay 

Copy  and  study  for  dictation. 

1.  Lay  down  your  books. 

2.  I  must  lay  my  sewing  away. 

3.  Mother  will  lay  the  baby  in  her  little  bed. 

4.  Our  friends  will  lay  their  hats  and  coats  on  the  table. 

5.  Will  you  lay  your  bundle  on  the  chair? 

6.  Lay  your  little  head  on  this  soft  pillow. 

7.  Rob  must  lay  his  toys  aside  soon. 

8.  Little  May  will  lay  "her  doll  in  its  little  bed. 

9.  We  must  lay  our  clothes  carefully  away. 

10.     Little  Harry  will  lay  his  head  on  his  father's  shoulder. 
Read  and  change  lay  to  put. 


37 
LESSON  59. 

The  Bird's  Home. 

(Copy.) 

Every  mother  bird  in  building  her  nest  tries  to  hide  it.  This 
is  because  squirrels,  snakes,  rats,  cats,  and  some  bis:  birds  like 
to  eat  eggs  and  young  birds.  Some  birds  go  to  the  tops  of  the 
tallest  trees  and  hide  their  nests  among  the  leaves.  Some  hang 
their  cradles  at  the  ends  of  branches.  Some  tuck  their  homes  in 
tufts  of  weeds  on  the  ground  or  hide  them  in  the  deep  grass. 

In  building  their  nests  birds  use  many  things.  They  gather 
twigs  or  grass  stems  or  fine  roots.  They  pull  narrow  strips  of 
bark  off  the  trees.  They  pick  up  strings  and  horsehairs.  And 
some  birds  use  mud. 

As  she  builds  her  nest,  the  mother  bird  gets  inside  and  turns 
round  and  round  to  make  it  fit  her  form.  It  must  be  smooth  and 
comfortable  for  her  to  sit  in. 

"When  the  nest  is  made  it  must  be  lined.  Some  birds  go  to  the 
chicken  yard  and  pick  up  feathers.  Others  find  horsehairs.  Some 
pick  off  the  soft  down  that  grows  on  plants.  Others  get  bits  of 
wool  from  the  sheep  pasture.  The  nest  must  be  soft  and  warm 
inside. 

Each  kind  of  bird  builds  its  nest  in  its  own  way.  There  are 
as  many  different  ways  to  make  nests  as  there  are  kinds  of  birds 
to  make  them. 

Spelling  Words 

building            tries            squirrels  cradles  tuck 

tufts              weeds              twigs  narrow  strips 

bark          strings  horsehairs  smooth       comfortable 

feathers               pasture  different 

Spelling  Groups 

every  bird  off  the  trees  their  nests- 

some  birds  own  way  there  are 

Language 

How  many  paragraphs?  What  does  each  tell  about?  Read 
the  second  sentence.  What  does  it  contain?  How  are  the  words 
of  a  series  separated? 

The  Bird's  Home. 
(Reproduction.) 
What  does  every  mother  bird  try  to  do  ?    Where  do  some  birds 

go?    tops  of  trees ends  of  branches tufts  of  weeds deep 

grass 

What  do  birds  use  in  building  their  nests?    twigs grass 

fine  roots bark strings horsehairs mud 

A  Bird's  Nest. 
(Original.) 
Have  you  ever  seen  a  bird's  nest?     Where  was  it?     Of  what 
\y^p.  it  made  ?    Was  it  well  made  ?    Were  there  any  eggs  in  it  ? 

«:^1  0  7 


38 

Did  you  see  the  young  birds  when  they  hatched  out?  Did  you 
watch  them  learn  to  fly?     What  became  of  them? 

Nest  Building. 
(Original.) 
Have  you  ever  watched  any  birds  build  a  nest?     What  kind 
of  birds?     What  place  did  they  choose? 

Tell  what  they  used.  Who  did  most  of  the  work?  What 
was  the  shape  and  size  of  the  nest?  How  was  it  lined?  How 
long  did  it  take  to  finish  it? 

LESSON  60. 

The  Lark  and  Her  Young  Ones.    Part  I. 

(Copy.) 

A  lark  had  a  nest  in  a  field  of  grain.     The  wheat  was  almost 

ripe.     She  was  afraid  it  would  soon  be  cut.     She  often  flew  away 

to  look  for  food.     She  told  her  little  larks  to  listen  carefully  to 

what  the  farmer  said  if  he  came  around. 

One  day  they  heard  him  tell  his  sous  to  ask  their  friends  and 
neighbors  to  come  and  help  cut  the  wheat.  The  little  birds  were 
very  much  frightened.  They  told  their  mother  when  she  returned. 
But  she  only  smiled  and  told  them  to  rest  easy.  She  said,  "If 
that  farmer  depends  on  his  friends  and  neighbors,  the  grain  will 
not  be  cut  tomorrow."     And  it  was  just  as  she  said. 


LESSON  61. 
The  Lark  and  Her  Young  Ones.    Part  II. 
(Copy.) 

Then  the  farmer  sent  his  sons  to  their  uncles  and  cousins  to 
ask  them  to  help  cut  the  wheat.  When  the  little  larks  heard  this, 
they  became  very  excited.  When  their  mother  came  back  to  the 
nest,  they  told  her  all  about  it.  Again  she  told  them  to  rest  easy. 
She  said,  "The  grain  will  not  be  cut  tomorrow."  And  it  was  as 
she  said. 

The  next  day  the  farmer  and  his  sons  came  into  the  field  near 
the  nest  of  larks.  He  said,  "It  seems  we  must  cut  the  grain  our- 
selves.   Let  us  get  ready  to  do  it  tomorrow." 

When  the  mother  lark  heard  this,  she  knew  the  work  would  be 
done.    And  she  removed  her  little  family  to  a  safe  place. 

Spelling  Words 

grain              wheat              afraid              often  listen 

carefully               neighbors  frightened  easy 

tomorrow          uncles           cousins           excited  family 

Spelling  Groups 

for  food  one  day  they  heard 

their  friends  farmer  sent  sha  knew 


39 

Language 

How  many  paragraphs  in  this  composition?  What  does  each 
tell  about?  What  kind  of  margin  does  the  first  line  of  each  para- 
graph have?  Read  the  sentences  with  quotations.  How  are  the 
quotations  set  off?  How  are  they  separated  from  the  rest  of  the 
sentence?    How  do  they  begin? 

The  Lark  and  Her  Young  Ones. 
(Reproduction.) 

Where  did  a  lark  have  a  nest?  Why  was  she  afraid?  Why 
did  she  often  fly  away?    What  did  she  tell  the  little  larks? 

What  did  they  hear  one  day?  When  they  told  their  mother, 
what  did  she  say? 

To  whom  did  the  farmer  next  send  his  sons?  What  did  the 
mother  lark  say  to  this  ?    Was  it  so  ? 

What  happened  the  next  day?  What  did  the  farmer  say? 
What  did  the  mother  lark  do  ?    Why  ? 

LESSON  62. 

Birds  and  Their  Covering. 

(Copy.) 

The  cat,  dog,  and  sheep  have  different  kinds  of  coats.  But 
all  birds  are  clothed  with  feathers.  These  form  the  lightest,  warm- 
est, and  most  beautiful  of  all  coverings. 

The  feathers  on  a  bird's  body  are  not  all  alike.  In  the  wings 
and  tail  are  long  quill  feathers.  The  bird  makes  use  of  these  in 
flying.  The  smaller  feathers  which  cover  the  whole  body  are  called 
clothing  feathers.  They  are  beautifully  arranged.  Beneath  these 
clothing  feathers  and  next  to  the  skin  are  some  very  small,  soft, 
fluffy  feathers.  These  are  called  down.  Ducks  and  geese  have  a 
very  thick  covering  of  down.  These  birds  spend  much  of  their  time 
all  the  year  around  in  the  water.  The  thick  covering  of  down  is 
meant  to  keep  them  warm. 

Spelling  Words 

different  feathers  coverings  alike  quill 

clothing         beautifully         arranged         fluffy         meant 

Spelling  Groups 

these  form  wings  and  tail  whole  body 

some  feathers  their  time 

Language 

Read  the  first  sentence.  How  are  the  words  in  a  series  sepa- 
rated?   Find  a  series  in  the  third  sentence. 

Birds  and  Their  Covering. 
(Reproduction.) 

The  cat,  dog,  and  sheep  have  different  kinds  of  coats.  What 
are  all  birds  clothed  with?  What  can  you  say  about  feathers  for 
clothing  ? 

The  feathers  on  a  bird's  body  are  not  all  alike.    What  kind  in 


40 

the  wings  and  tail?  How  does  the  bird  make  use  of  these?  Tell 
about  the  clothing  feathers.  Tell  about  the  down.  Tell  about  the 
down  on  ducks  and  geese. 

The    's  Feathers. 

(Original.) 

JDescribe  the  feathers  of  some  particular  bird  that  you  know. 
Choose  from  the  following:  rooster,  duck,  goose,  swan,  baby  chick, 
parrot  or  canary  bird.  Tell  about  the  quill  feathers  in  wings  and 
tail,  the  clothing  feathers,  and  the  down. 

LESSON  63. 

A  Pet  Bear. 

(Copy.) 

Bruno  was  a  pet  bear.  You  don't  hear  about  pet  bears  very 
often,  so  I  know  you  will  like  to  hear  about  this  one. 

Father  brought  him  home  to  my  brother  Jack.  The  bear  was 
only  a  few  weeks  old  then.  Jack  began  to  teach  Bruno  tricks  right 
away.  Poor,  clumsy,  little  animal !  At  first  he  could  not  do  a 
thing.  But  it  was  not  long  before  he  understood  his  master.  He 
was  soon  able  to  sit  up  and  bounce  a  ball  to  Jack.  They  were  noisy 
playmates.  Jack  laughed  when  Bruno  missed  and  Bruno  growled 
when  Jack  threw  the  ball  too  hard.  It  was  a  very  easy  trick  for 
him  to  mount  a  ladder.    On  this  he  often  climbed  when  tired  of  play. 

Then  Jack  taught  him  how  to  box.  Away  they  would  tumble 
all  over  the  yard.  One  would  almost  think  they  were  fighting.  Jack 
always  struck  hard  with  his  fist.  Then  Bruno  would  knock  him  to 
the  ground.     Over  and  over  the  boy  would  roll. 

After  a  few  years  Bruno  became  too  hard  to  manage.  We  did 
not  want  to  keep  him  chained,  so  we  sent  him  to  the  Park.  Jack 
was  sorry  to  part  with  his  playmate.  He  often  goes  to  Bruno's  new 
home  on  a  visit,  but  he  always  stays  outside  the  cage. 

Spelling  Words 

Bruno  brought  tricks  clumsy  easy 

able  bounce  noisy  playmates  laughed 

growled       mount        ladder       climbed        tumble        visit 
fighting      struck       knock       ground       manage       chained 

Spelling  Groups 

pet  hear        very  often        I  know        to  hear        this  one 
they  were  two  playmates  Jack  threw 

too  hard  new  home 

Language 

Pronounce  to  hear.  Spell  to.  Pronounce  tivo  playmates.  Spell 
two.  What  does  tivo  mean?  Pronounce  too  hard.  Spell  too. 
Find  an  exclamation  in  the  second  paragraph.  What  mark  after 
it?  liead  the .  sentence  with  teach.  Read  the  sentence  with 
taught.  Find  the  name  Park  in  the  last  paragraph.  Why  is  it 
written  with  a  capital?  In  the  last  sentence  what  name  tells 
whose?    How  is  it  written? 


41 
A  Pet  Bear. 

(Reproduction.) 
Who  was  Bruno  ?    How  did  Jack  get  him  ?    How  old  was  he  ? 
What  tricks  did  Jack  teach  him  ?    Was  Bruno  a  good  pupil  ?    What 
game  did  they  play  together?     Where  would  Bruno  go  when  he 
was  tired? 

What  finally  became  of  Jack's  pet  bear? 

Bear  Pits. 
(Original.) 

How  do  they  differ  from  other  places  for  animals?     size 

fence.  .  .  .  rocks. . .  .  pool    Where  have  you  seen  bear  pits?    What 
kinds  of  bears  were  in  them? 

*01d  Grizzly. 
(Original.) 
Do  you  know  about  old  Grizzly  at  Golden  Gate  Park?     How 
long  has  he  been  there?     Who  has  written  the  story  of  his  life? 
Tell  what  you  know  about  him. 

LESSON  64. 
What  the  Flowers  Said. 
(Copy.) 

The  gay  nasturtium  said,  "I  bloom  in  fine  gardens.  I  twine 
my  slender  stalk  among  the  grander  flowers.  My  color  is  bright 
orange.     I  have  a  tube  of  honey  for  the  bees." 

The  violet  said,  "I  am  a  little  violet  in  a  purple  dress.  I 
hide  myself  so  safely  that  you  would  never  guess  there  was  a 
flower  so  near.    That  is  why  I  send  you  my  sweet  fragrance." 

The  forget-me-not  said,  "When  God  made  all  the  flowers,  he 
gave  each  one  a  name.  I  forgot  mine  and  the  good  Father  called 
me  Forget-me-not." 

The  dandelion  said,  "When  the  children  see  me,  they  shout 
for  joy.  I  grow  by  every  wayside  and  in  the  meadows.  When  I've 
had  my  day,  I  spread  my  wings  of  silver  and  fly  away." 

Spelling  Words 

nasturtium  bloom  twine  slender  stalk 

flowers        color        orange        tube        honey        meadows 
violet        safely       fragrance        forget-me-not      dandelion 

Spelling  Groups 

each  one  hy  every  wayside 

Language 

How  many  paragraphs  in  this  composition?  Why?  Read 
the  quotation  in  the  first  paragraph.  How  many  sentences?  How 
is  it  set  off  ?  How  separated  from  the  rest  of  the  sentence  ?  Answer 
these  questions  about  every  quotation. 


*The   reference   is   to  E,   T,    Seton's    story,   Monarch,    the   Grizzly  of 
Tallac. 


42 

What  the  Flowers  Said. 

(Original.) 
Can  you  tell  what  a  red  rose  said  ? 
A  sweet  pink? 
A  white  lily? 

LESSON  65. 

Mr.  Snail. 

(Copy.) 

Do  you  know  a  little  creature  that  carries  his  house  wherever 

he  goes?     He  looks  out  and  goes  for  a  walk.     If  there  comes  a 

shower  of  rain,  back  into  his  house  he  goes.     If  you  touch  even  a 

horn  on  his  head  he  curls  himself  into  his  shell.     He  is  his  own 

landlord.     He  is  his  own  tenant.     He  boards  and  lodges  himself. 

Knock  whenever  you  will,  Mr.  Snail  is  sure  to  be  at  home. 

Spelling  Words 

creature       carries       wherever       shower       curls       shell 
landlord      tenant      boards      lodges      knock      whenever 

Spelling  Groups 

you  know      for  a  walk      his  oum      there  comes      to  6e 
Language 

What  mark  at  the  end  of  the  first  sentence?  Why?  Find  a 
title  that  is  an  abbreviation.    What  mark  after  it? 

The  Snail. 
(Reproduction.) 

Do  you  know  a  little  creature  that  carries  his  house  wherever 
he  goes  ?  What  does  he  do  if  it  rains  ?  If  you  touch  him  ?  What  is 
he?    What  does  he  do  for  himself?    When  is  Mr.  Snail  at  home? 

Mr.  Snail. 

(Original.) 
Where  have  you  met  Mr.  Snail?    What  was  he  doing?    What 
does  he  like  to  eat  ?    Did  you  watch  him  ?    How  many  horns  did  he ' 
have  ?     What  did  you  find  out  about  him  ? 

LESSON  66. 
Ferns  and  Grasses. 
(Copy.) 
The  grass  said,  "I  come  creeping,  creeping  everywhere.    I  grow 
by  the  dusty  roadside  and  on  the  sunny  hillside.     I  grow  close  by 
the  noisy  brook  and  in  the  shady  woods.     I  come  creeping  every- 
where. 

The  fern  said,  "I  am  ahvays  dressed  in  green.  I  live  in  every 
forest.  You  surely  have  seen  me  often  on  the  banks  of  the  stream 
and  in  the  shade  of  the  trees." 

Spelling  Words 

creeping  everywhere  hillside  fern 

forest  surely  stream 


Spelling  Groups 

hy  the  roadside  have  seen 

Language 

How  many  paragraphs  in  this  composition  ?  Why  ?  Read  the 
quotation  in  the  first  paragraph.  ITow  many  sentences  in  it?  How 
is  it  set  off?     How  is  it  separated  from  the  rest  of  the  sentence? 

Ferns  and  Grasses. 
(Reproduction.) 
What  did  the  grass  say? 
What  did  the  fern  say? 

Roots  and  Stems  and  Leaves. 
(Original.) 

Tell  what  the  roots  said. 
Tell  what  the  stems  said. 
Tell  what  the  leaves  said. 

• 

LESSON  67. 

The  Little  Pine  Tree.    Part  I. 

(Copy.) 

A  little  pine  tree  grew  in  the  woods.  It  had  no  leaves.  It 
had  needles.  It  did  not  like  needles.  It  wanted  leaves  prettier 
than  those  on  other  trees.    It  wanted  gold  leaves. 

In  the  night  the  little  pine  tree  went  to  sleep.  A  kind  fairy 
came  by.  She  knew  the  little  tree  did  not  like  needles.  So  she 
gave  it  some  pretty  gold  leaves  instead. 

In  the  morning  how  happy  the  little  tree  was!  It  was  very 
proud.    No  other  tree  in  the  woods  had  gold  leaves. 

One  day  soon  after  a  man  came  into  the  woods  with  a  bag  on 
his  back.  He  saw  the  gold  leaves  on  the  little  tree.  He  picked 
them  all  off  and  put  them  into  the  bag.  Then  he  carried  them 
away.  The  poor  little  tree  had  no  leaves  at  all.  It  felt  very  sad. 
It  did  not  want  gold  leaves  again.    It  wished  for  glass  leaves. 

Spelling  Words 

needles  prettier  fairy  morning  carried 

Spelling  Groups 

no  leaves  to  sleep  came  hy  she  knew 

some  leaves  one  day  very  proud  picked  off 

Language 

How  many  paragraphs?    What  does  each  tell  about? 
Read  the  first  sentence  in  the  third  paragraph.     What  mark 
at  the  end?    Why? 


44 

The  Little  Pine  Tree.    Part  I. 

(Reproduction.) 

grew.  . . .  woods.  ...  no  leaves. . . .  needles.  . 
prettier  leaves. . .  .gold 

night.  . .  .fairy gold  leaves 

morning.  . .  .happy.  . .  .proud 

man.  . .  .  bag. . .  .saw, . .  .picked 
tree ....  sad ....  wished ....  glass 


did  not  like , 


carried  away.  . .  .poor  little 


LESSON  68. 

The  Little  Pine  Tree.    Part  II. 

(Copy.) 

In  the  night  the  little  tree  went  to  sleep.  The  kind  fairy  came 
by.     She  gave  the  little  tree  glass  lesves. 

When  it  awoke  in  the  morning,  it  saw  its  glass  leaves.  How 
pretty  they  looked  in  the  sunshine!  No  other  tree  was  so  bright 
and  beautiful. 

By  and  by  a  strong  wind  came  up.  It  blew  and  blew.  The 
glass  leaves  all  fell  from  the  tree  and  were  broken.  Again  the 
little  tree  was  without  leaves.  This  time  it  wished  for  green  leaves 
just  like  those  of  some  of  the  other  trees  in  the  woods.  In  the 
morning  when  it  woke  it  was  like  the  other  trees.  Soon  a  goat 
came  by.  He  saw  the  green  leaves  on  the  little  tree.  He  was 
hungry  and  ate  every  one. 

Then  the  little  tree  wished  for  its  needles  again.  It  went  to 
sleep  and  the  fairy  gave  it  what  it  wanted.  When  the  little  pine 
tree  awoke,  it  had  its  needles  again.    It  was  contented  and  happy. 

Spelling  Words 

fairy  leaves 

sunshine  beautiful 


awoke  morning 

needles  contented 


Spelling  Groups 

to  sleep       came  hy      it  hlew      of  some 

Language 

How  many  paragraphs?     What  does  each  tell  about? 

Read  the   second  sentence  in  the   second  paragraph, 
mark  at  the  end?    Why? 


ate  them       every  one 


What 


The  Little  Pine  Tree.    Part  II. 
(Reproduction.) 
night.  . .  .fairy.  . .  .glass  leaves 

morning.  . .  .pretty.  . .  .sunshine bright  and  beautiful 

strong  wind.  . .  .blew broken without  leaves wished 

.  . .  .green  leaves.  . .  .morning. . .  .goat. . .  .ate  them 

needles    again ....  sleep ....  fairy ....  awoke contented    and 

happy 


45 

LESSON  69. 

The  Story  of  the  Raindrops. 
(Copy.) 
A  little  face  was  pressed  against  the  window  pane.  Two  little 
eyes  were  watching.  Two  little  ears  were  listening.  It  was  raining 
hard.  The  little  raindrops  one  after  another  pattered  against 
the  window.  "Where  did  you  come  from,  little  raindrops?"  asked 
Grace.  There  was  a  chorus  of  answers.  "We  all  came  from  the 
sky,  from  clouds  in  the  sky,"  they  replied.  "But  how  did  you  get 
there?"  asked  Grace.  "The  kind  sun  drew  us  up.  We  traveled 
on  the  sunbeams, ' '  answered  the  raindrops.  ' '  Then  we  formed  little 
clouds  and  the  wind  blew  us  over  the  laud,"  they  went  on.  "Where 
are  you  going  now?"  asked  Grace.  "We  are  going  to  your  garden 
to  make  the  grass  and  flowers  grow,"  they  answered,  as  they  ran 
away  from  the  window. 

Spelling  Words 

pressed        watching        listening        raindrops         chorus 
pattered         answers         replied         traveled         sunbeams 

Spelling  Groups 

window  pane  two  eyes  where  from 

there  was  wind  blew  going  now 

Language 

Read  all  the  sentences  with  quotations.    Pick  out  the  quotations. 
Tell  how  each  is  set  off  and  separated  from  the  rest  of  the  sentence. 

The  Story  of  the  Raindrops. 
(Reproduction.) 
Where  was  little  Grace?     AVhat  was  she  doing?     Tell  about 
the  weather.    What  did  the  little  raindrops  do?    What  did  Grace 
ask  them  ?    What  did  they  tell  her  ? 

Watching  the  Raindrops. 

(Original.) 

Have  you  ever  watched  the  rain  patter  against  the  window 

pane?     When  you  were  little  did  you  ever  talk  to  the  raindrops? 

Where  did  you  think  they  came  from?     Where  did  they  run  to? 

What  did  you  think  they  did  ? 

One  Little  Raindrop. 

(Original.) 

Let  one  little  raindrop  tell  its  own  story.  .,  .where  it  came 

from.  . .  .how  it  got  up  in  the  sky.  .  .  .its  life  in  a  cloud.  . .  .sailing 

on  the  wind.  ...  its  journey  to  earth.  . .  .what  finally  become  of  it. 

LESSON  70. 

The  Old  Man  and  His  Sons. 

(Copy.) 

An  old  man  had  many  sons.    But  they  were  always  quarrelling. 
He  had  often  begged  them  to  live  in  peace  with  one  another.    One 


46 

day  he  called  them  around  him.  He  showed  them  a  bundle  of 
sticks.  He  asked  each  to  try  to  break  it.  But  not  one  could  break 
or  even  bend  the  bundle.  Then  he  cut  the  cord  around  the  sticks. 
He  asked  his  sons  to  break  them  separately.  This  they  did  with 
ease.  He  then  told  them  the  power  of  brotherly  love.  He  said  it 
would  bind  them  together  and  make  them  strong  like  the  bundle 
of  sticks. 

Spelling  Words 

quarrelling  begged  showed  bundle 

sticks  cord  separately  brotherly 

Spelling  Groups 

many  sons    they  were     in  peace     one  another    to  break 

The  Old  Man  and  His  Sons. 
(Reproduction.) 
What  did  an  old  man  have?  What  were  they  always  doing? 
What  did  he  often  beg  of  them  ?  What  did  he  do  one  day  ?  What 
did  he  show  them?  What  did  he  ask  of  each?  Could  they  do  it? 
What  did  he  then  do  ?  What  did  he  then  ask  ?  Could  they  do  it  ? 
What  did  the  old  man  tell  his  sons? 

A  King  and  His  People. 
(Original.) 
Tell  a  story  about  a  king  and  his  people  who  were  always 
quarrelling.     What  lesson  did  he  want  to  teach  them?     How  did 
he  do  it? 

LESSON  71. 

What  Am  I? 
(Copy.) 
What  am  I  ?  I  am  not  my  body.  My  body  is  the  house  I  li  ve 
in.  It  is  a  wonderful  house.  It  can  jump  and  run  and  turn 
handsprings.  This  house  has  a  door  and  windows.  The  door  is  for 
food  and  drink.  I  must  not  let  anything  that  is  not  clean  or  good 
for  my  body  go  in.  I  look  out  through  the  windows  of  my  house. 
I  see  the  good  and  the  beautiful  in  this  big  and  wonderful  world. 
There  is  also  much  that  is  not  good  and  beautiful.  If  it  Avere  not 
for  my  eyes,  this  moving  house  of  mine  would  run  into  things  and 
meet  with  all  kinds  of  accidents.  My  house  is  protected  by  my 
eyes  and  also  by  my  ears.  The  ears  catch  all  kinds  of  sounds, 
loud  and  soft,  sweet  and  harsh,  and  those  of  danger  and  alarm. 
To  smell  and  taste  and  feel  are  for  both  the  enjoyment  and  safety 
of  my  body. 

Spelling  Words 

wonderful      handsprings      windows      beautiful      safety 
enjoyment     accidents     protected     harsh     danger     alarm 

Spelling  Groups 

for  food  look  through  there  is 


47 
Language 

What  mark  after  the  first  sentence?  Why?  Read  the  next 
to  last  sentence.     How  are  the  words  in  a  series  separated? 

What  Am  I? 

(Reproduction.) 

What  are  you  not?    What  is  your  body?    What  can  this  house 

do?     Tell  about  the  door  and  the  windows  of  this  house.     What 

do  you  see  through  the  Avindows?     How  is  this  moving  house  of 

yours  protected  by  your  eyes  ?    By  your  ears  ?    By  what  else  ? 

My  Servants. 
(Original.) 

I  am  a  prince  (or  princess) .  All  the  different  parts  of  my  body 
are  my  servants.  Tell  the  many  good  things  your  arm  and  hand 
servants  do  for  you.  Your  leg  and  foot  servants.  Your  eyes,  ears, 
nose,  and  tongue. 

LESSON  72. 

Hiaw^atha's  School. 

(Copy.) 

Hiawatha  learned  the  language  of  all  the  birds.  He  learned 
their  names  and  all  their  secrets.  He  learned  how  they  built  their 
nests  in  summer  and  where  'they  hid  themselves  in  winter.  He 
talked  with  them  whenever  he  met  them.  He  called  them  Hia- 
watha's chickens. 

Hiawatha  learned  the  language  of  all  the  beasts.  He  learned 
their  names  and  all  their  secrets.  He  learned  how  the  beavers  built 
their  homes  and  where  the  squirrels  hid  their  acorns.  He  learned 
why  the  reindeer  ran  so  swiftly  and  Avhy  the  rabbit  was  so  timid. 
He  talked  with  them  wherever  he  met  them.  He  called  them 
Hiawatha's  brothers. 

Hiawatha  learned  his  lessons  on  the  lake,  on  the  river,  and  in 
the  forest.  The  winds  whispered  to  him  through  the  branches  of 
the  trees.  The  clouds,  the  stars,  and  the  rainbow  all  taught  this 
little  Indian  boy. 

Spelling  Words 

learned  language  built  summer  whenever 

beasts      beavers      squirrels      acorns      reindeer      swiftly 
rabbit     timid      wherever     whispered      rainbow      taught 

Spelling  Groups 

every  bird  their  secrets  through  the  branches 

Language 

Find  the  names  of  two  seasons*  in  the  first  paragraph.  How 
are  they  written  ?  Find  two  series  in  the  last  paragraph.  How  are 
the  words  of  a  series  separated? 


48 

Hiawatha's  School. 

(Reproduction.) 

What  did  Hiawatha  learn  of  every  bird?  "When  did  he  talk 
with  them  ?    What  did  he  call  them  ? 

What  did  Hiawatha  learn  of  the  beasts?  When  did  he  talk 
with  them?     What  did  he  call  them? 

Where  did  Hiawatha  learn  his  lessons?  What  whispered  to 
him  ?    What  taught  him  ? 

Nature's  School. 
(Original.) 
Have  you  ever  gone  to  Mother  .Nature 's  school?    What  did  you 
learn  of  the  birds  ?    What  did  you  learn  of  the  beasts  ?    Where  did 
you  go  to  Mother  Nature's  school? 

LESSON  73. 

The  Rabbit. 

(Copy.) 

The  rabbit  is  about  the  size  of  a  cat.  Like  the  eat,  it  has  a 
thick,  soft,  warm  coat  of  fur.  The  pretty  tame  rabbits  are  of 
various  colors,  black,  white,  and  brown.  The  wild  rabbits  are  always 
gray  or  brownish  gray. 

The  ears  of  the  rabbit  are  long.  They  either  stand  up  or 
hang  down.  The  rabbit  can  move  its  ears  very  easily.  At  the 
least  sound  up  they  go. 

The  rabbit's  eyes  are  large  and  bright.  They  are  placed  at  the 
sides  of  the  face  so  that  the  little  creature  can  see  all  around.  It 
has  many  enemies.  It  needs  sharp  ears  and  sharp  eyes  to  be  quickly 
w^arned  of  danger. 

Like  the  cat,  the  rabbit  has  whiskers  or  long  hairs  standing 
out  on  each  side  of  the  mouth.  They  help  it  to  feel  its  way  when 
it  is  too  dark  to  see. 

The  forelegs  of  the  rabbit  are  shorter  than  the  hind  ones. 
Rabbits  run  very  quickly.  But  as  they  run,  they  jump.  Each 
foot  has  four  toes.  These  toes  are  armed  with  thick,  blunt  claws. 
The  claws  are  for  scratching  in  the  earth. 

Spelling  Words 

size          tame          various          colors          easily  least 

creature          enemies          quickly  warned  danger 

whiskers            forelegs            blunt            claws  earth 

Spelling  Groups 

coat  of  fur  can  see  too  dark 

four  toes  for  scratching 

Language 

How  many  paragraphs  in  this  composition?  Tell  what  each 
one  is  about?  Find  two  series  of  words  in  the  first  paragraph. 
How  are  the  words  separated? 


49 
Rabbit. 

(Reproduction.) 
How  large  is  the  rabbit?     What  kind  of  coat  has  it?     What 
colors  are  the  pretty  tame  rabbits?     What  colors  are  the  wild 
rabbits  ? 

Tell  about  the  rabbit's  ears. 
What  can  you  say  about  its  eyes? 
Tell  about  its  whiskers. 
Tell  about  its  forelegs. 

LESSON  74. 

Our  Earth. 

(Copy.) 

Once  upon  a  time  our  earth  was  as  hot  as  fire.  In  time  it 
cooled  and  a  thin  crust  formed  on  the  outside.  After  a  long  time 
things  began  to  grow.  The  earth  became  covered  with  green  grass, 
beautiful  trees,  ferns,  and  flowers.  Then  great  rivers  of  ice  came 
down  from  the  cold  North.  They  covered  and  killed  nearly  every 
green  growing  thing.  They  killed  every  tiny  plant  and  every  tall 
tree.  But  when  it  grew  warmer  again,  the  ice  melted.  Then 
everything  began  to  grow  once  more. 

Next  the  tiniest  of  animals  appeared.  In  time  different  and 
larger  animals  came  upon  the  earth.  Finally  God  made  man  and 
he  is  today  the  ruler  of  the  earth. 

Spelling  Words 

earth         cooled         crust         covered         ferns         flowers 
nearly       tiniest      appeared       finally       different      today 

Language 

Read  the  sentence  with  a  series  of  words.  How  are  the  words 
separated  ?  Read  the  sentence  with  the  word  North.  How  is  No?ih 
written  ? 

Learn. 

When  North,  South,  East  or  West  mean  a  part  of  the  world 
or  a  part  of  a  country,  they  are  written  with  capital  letters. 

Read  the  last  sentence.    How  is  the  word  God  written? 

Learn. 

The  name  of  God  is  always  written  with  a  capital  letter. 

Our  Earth. 

(Reproduction.) 

Tell  about  our  earth  long  ago.  What  happened  in  time? 
What  covered  the  earth?  What  came  down  from  the  cold  North? 
What  did  the  great  rivers  of  ice  do?  What  happened  when  it 
grew  warmer?    Tell  about  the  animal  life  on  earth.    Tell  about  man. 


50 

LESSON  75. 

Write  and  study  for  dictation. 

1.  A  bitter  cold  wind  blew  down  from  the  North. 

2.  The  people  of  the  South  have  negro  servants. 

3.  Have  you  ever  lived  in  the  East? 

4.  Most  visitors  to  California  like  the  West. 

5.  The  Far  North  is  one  big  sheet  of  ice. 

6.  The  seas  of  the  South  are  mild. 

7.  The  far  East  is  in  Asia. 

8.  The  West  is  a  land  of  sunshine,  fruit,  and  flowers. 

9.  The  North  and  South  were  at  war  for  four  years.     They 
have  been  at  peace  for  nearly  fifty  years. 

10.  The  East  and  the  West  of  our  country  are  three  thousand 
miles  apart. 

LESSON  76. 

The  Seals  of  Alaska. 

(Copy.) 

Have  you  ever  been  told  of  the  animals  that  supply  us  with 
beautiful  sealskin  coats?  These  animals  have  a  summer  home  far 
up  in  the  cold  North. 

The  entire  herd  lives  on  a  group  of  islands  just  off  the  coast 
of  Alaska.  The  strongest  seal  is  king  of  all  the  rest.  No  other 
seal  dares  to  go  near  him. 

Each  little  family  has  its  own  home.  The  baby  seals  play 
in  the  water  much  of  the  day.  The  mother  seal  teaches  them  to 
catch  fish.  When  the  sun  shines,  they  all  lie  down  on  the  soft 
warm  sand  and  sleep. 

When  it  becomes  too  cold,  they  leave  their  island  home  and 
swim  south.    Sometimes  they  go  as  far  south  as  Southern  California. 

These  seals  all  belong  to  the  United  States.  There  are  ships 
up  there  to  defend  them.  The  Japanese  and  Russian  pople  would 
like  very  much  to  get  them,  but  it  is  against  the  law. 

These  seals  have  beautiful  furs  from  which  coats  are  made. 
The  United  States  gives  permission  to  only  a  few  men  to  kill 
them.  There  is  a  great  profit  in  the  fur  trade.  There  are  not 
many  seals  on  the  island  now.  It  will  not  be  many  years  more 
before  they  will  all  be  gone,  if  the  seal  hunters  do  not  stop  killing 
them. 

Spelling  Words 

supply  sealskin  group  islands  coast 

Alaska  teaches  United  States  defend 

Japanese  Russian  permission 

Spelling  Groups 

entire  herd         just  off  no  seal  own  home  too  cold 

their  island  there  are  up  there  great  profit 

fur  trade  not  now 


51 

Language 

What  word  in  the  title  is  written  with  a  small  letter?  Why? 
How  many  paragraphs  in  this  composition?  Tell  what  each  one 
is  about.  What  mark  after  the  first  sentence?  Why?  Read  the 
second  sentence.  Find  the  name  of  a  season.  How  is  it  written? 
Why  is  North  written  with  a  capital  ?  Read  the  fourth  paragraph. 
Why  is  south  written  with  a  small  letter? 

Learn. 

When  north,  south,  east,  and  west  mean  directions,  they  are 
written  with  small  letters. 

Find  the  names  of  three  places.  How  are  they  written  ?  Find 
the  names  of  two  nations.  How  are  they  written  ?  Read  the  third 
paragraph.  Notice  the  word  teaches  in  the  third  sentence.  Notice 
the  word  lie  in  the  fourth  sentence.  Read  the  sentence  with  too 
cold.     Spell  too. 

The  Sea-lions  on  Seal  Rock. 

(Original.) 

Have  you  ever  seen  the  sea-lions  on  Seal  Rock  near  the  Cliff 
House  in  San  Francisco?  When  do  they  like  to  lie  out  on  the 
rocks?  How  do  they  move  about?  Have  you  seen  them  splash 
into  the  water?    Why  are  they  good  swimmers? 

Trained  Seals. 
(Original.) 

Have  you  ever  seen  seals  in  a  circus?  What  could  they  do? 
Are  they  easily  taught?  What  does  the  trainer  give  them  after 
every  trick?    Seals  are  very  intelligent. 

Have  you  ever  heard  of  pet  seals  ?  Do  you  know  a  story  about 
a  pet  seal? 

LESSON  77. 
Fill  in  the  blanks  with  the  words,  north,  south,  east,  or  west. 

1.  The  Mississippi  River  flows to  the  Gulf  of  Mexico. 

2.  The  Rocky  Mountains  run and 

3.  The  Himalaya  Mountains  run and 

4.  The  Pacific  Ocean  is of  North  and  South  America. 

5.  The  Atlantic  Ocean  is of  North  and  South  America. 

6.  The  Indian  Ocean  is   of  India. 

7.  Our  train  went and  then  

8.  After  passing  through  the  Golden  Gate  our  steamer  fol- 
lowed the  coast  

9.  The  seals  go   to  Alaska  in  the  summer.     In  the 

winter  they  go to  1  lie  warm  seas. 

10.     The  birds  fly in  the  winter  to  go  to  warmer  lands. 


52 

LESSON  78. 
A  Tour  of  Europe. 
(Copy.) 
Dr.  Short  and  his  wife  and  daughter  took  a  trip  to  Europe. 
First  they  went  to  England.     They  landed  at  Liverpool  and  went 
from  there  by  train  to  London.    After  they  had  been  in  the  largest 
city  of  the  world  for  one  month,  they  went  to  Paris.    In  this  beau- 
tiful city  of  France  they  had  a  'very  delightful  time.     Then  they 
went  to  Italy  by  way  of  Switzerland.     They  enjoyed  the  trip  over 
the  Alps  very  much.     Not  only  the  mountains  but  the  valleys 
between  with  their  lovely  lakes  charmed  them.    But  Italy  delighted 
them  more  than  any  other  country.     Here  they  spent  three  very 
pleasant  months.     Most  of  their  time  they  stayed  in  Venice,  Flor- 
ence, and  Rome.     They  took  their  steamer  for  home  at  the  Bay 
of  Naples.     Altogether  it  was  a  most  enjoyable  tour. 

Spelling  Words 

daughter  beautiful  delightful  enjoyed  valleys 

lovely  charmed  steamer  mountains  pleasant 

months  enjoyable  tour  Europe  England 

France  Switzerland  Italy  Venice 

Spelling  Groups 

from  there  hy  train  one  month  their  time  more  than 
Language 

Find  a  title  with  a  name  in  the  first  sentence.  What  is  this 
title  ?  What  is  an  abbreviation  1  How  is  Europe  written  ?  Why  ? 
Find  the  names  of  three  countries,  of  six  cities,  of  some  high  moun- 
tains, and  of  a  beautiful  bay.  How  are  they  all  written?  Find 
a  sentence  with  a  series.    How  are  the  words  of  a  series  separated? 

A  Tour  of  Europe. 
(Reproduction.) 
Who  took  a  trip  to  Europe?    Tell  where  they  went.     England 
....  France. . .  .   Switzerland. . . .  Alps.  . .  .  valleys  and  lakes.  . . . 
Italy. . .  .  Venice,  Florence,  and  Rome. . . .  steamer.  . .  .  home. 

My  Tour. 
(Original.) 

What  trip  would  you  like  to  take  most  of  all?  What  countries 
would  you  like  to  'visit?  Tell  which  way  you  would  go.  At  what 
cities  would  you  stop?     Which  way  would  you  come  home? 


53 

HOLIDAY  COMPOSITION  AND  NOTES  FOR  THE 
FOURTH  GRADE. 

LESSON  1. 

The  Children's  Poet. 

(Copy.) 

In  February  we  remember  the  birthdays  of  three  great  men. 
One  of  them  is  the  poet  Longfellow.  He  loved  little  children  and 
wrote  poems  for  them.  They  all  loved  him.  Even  the  children 
that  are  living  today  love  him.  They  see  by  his  picture  that  he 
must  have  been  a  very  kind  man.  And  they  love  the  poems  he 
wrote  for  children. 

When  he  was  a  little  boy  he  lived  near  the  sea.  He  liked 
to  watch  the  ships  come  and  go.  He  also  liked  to  wander  through 
the  woods.  He  loved  the  trees  and  the  birds  and  every  living 
thing.    And  every  voice  had  a  song  for  him. 

Spelling  Words 

February  remember  birthdays  Longfellow 

poet  wrote  picture  today  poems 

watch  voice  wander 

Spelling  Groups 

great  men  one  of  them  for  them  the  sea 

through  the  woods  every  living  thing 

Language 

Read  the  title.  What  word  tells  whose?  How  is  it  written? 
How  many  paragraphs?  What  does  each  tell  about?  Find  the 
name  of  a  month  and  of  a  person.     How  are  they  written? 

The  Children's  Poet. 
(Reproduction.) 

February three  birthdays poet loved  children.  . . . 

poems picture a  little  boy sea ships woods.  . .  . 

trees.  . . .  the  birds. . .  .  song 

LESSON  2. 

The  Spreading  Chestnut  Tree. 

(Copy.) 

In  the  town  in  which  Longfellow  lived  there  was  a  spreading 
chestnut  tree  in  front  of  a  blacksmith's  shop.  The  poet  wrote  a 
poem  about  the  blacksmith  and  the  tree.  Many  people  know  and 
love  the  poem  of  The  Village  Blacksmith.  It  made  the  chestnut 
tree  famous.  When  the  tree  was  cut  down,  the  people  of  the  town 
had  the  wood  made  into  a  chair.  This  chair  the  children  presented 
to  Mr.  Longfellow. 


Spelling  Words 

town          spreading 

chestnut 

front 

blacksmith 

poet            wrote 

poem 

famous 

presented 

54 

Spelling  Groups 

there  was  a  tree  people  know  the  wood 

Language 

Find  the  names  of  a  poet  and  a  poem.     How  written? 

The  Spreading  Chestnut  Tree. 
(Reproduction.) 

Where  was  the  spreading  chestnut  tree?  What  did  the  poet 
write  ?  Tell  about  the  poem  of  The  Village  Blacksmith.  What  did 
it  do  for  the  chestnut  tree  ?  When  the  tree  was  cut  down,  what  was 
done  with  the  wood  ?    To  whom  was  the  chair  presented  ? 

LESSON  3. 

The  Village  Blacksmith. 

(Copy.) 

The  village  blacksmith  earns  what  he  can  by  honest  work.  He 
looks  the  whole  world  in  the  face,  for  he  does  not  owe  anything  to 
any  man.  From  morning  until  night  you  can  hear  his  bellows 
blow.     You  can  hear  him  swing  his  heavy  hammer. 

The  children  coming  home  from  school  look  in  at  the  open 
door  of  the  blacksmith's  shop.  They  like  to  see  the  flaming  forge 
and  hear  the  bellows  roar.     They  like  to  catch  the  burning  sparks. 

On  Sunday  the  blacksmith  goes  to  church  and  sits  among  the 
boys.  He  hears  his  daughter's  voice  in  the  village  choir  and  it 
makes  his  heart  glad. 

Spelling  Words 

village  blacksmith  bellows  flaming  forge 

roar  parson  preach  voice  choir 

Spelling  Groups 

he  earns  by  work  wJiole  world 

does  not  owe  can  hear  to  see 

Language 

How  many  paragraphs  in  this  composition?  What  does  each 
one  tell  about? 

The  Village  Blacksmith. 
(Reproduction.) 
What  does  the  village  blacksmith  do?    What  can  you  hear? 
Who  look  in  at  the  open  door  ?    What  do  they  like  to  do  ?  i 

What  does  the  blacksmith  do  on  Sunday  ? '  What  does  he  hear  ? 

The  Blacksmith's  Shop. 

(Original.)  | 

Do  you  like  to  stand  in  front  of  the  blacksmith's  shop?  Why? 
What  is  there  to  see  and  hear? 


55 

LESSON  4. 

Lincoln  as  a  Boy. 
(Copy.) 
Abraham  Lincoln  was  born  on  February  12,  1809,  in  a  log 
house  in  Kentucky.  It  was  in  the  backwoods.  His  father  did  not 
even  know  how  to  read.  His  mother  could  read  and  write.  Until 
he  was  eight  years  old,  Lincoln  had  a  lonesome  life.  He  had  no 
other  children  to  play  with.  He  had  no  beautiful  toys  or  picture 
books.  He  played  in  the  woods  around  their  log  house.  He  went 
to  school  with  his  sister  Sarah  just  long  enough  to  learn  his  letters. 
Then  his  good  mother  taught  her  boy  all  she  could.  He  wanted  to 
learn  and  studied  hard.  When  he  was  nine  years  old,  his  father 
moved  to  another  state. 

Spelling  Words 

Abraham  Lincoln       February       Kentucky       backwoods 

lonesome  toys  beautiful  picture  Sarah 

enough  learn  taught  studied 

Spelling  Groups 

know  how      to  read  and  write      eight  years      their  house 
Language 

I?ead  the  first  sentence.  Find  the  name  of  a  great  man.  How 
is  it  written?  Why?  Find  the  name  of  a  state.  How  is  it 
written  ?  Why  ?  Find  a  date.  Write  it  in  a  different  way.  Write 
it  with  an  abbreviation.  Read  the  sentence  with  learn.  Read  the 
sentence  with  taught.  Read  the  last  sentence.  How  are  the  two 
parts  of  the  sentence  separated? 

Lincoln  as  a  Boy. 
(Reproduction.) 

born  on  February  12,  1809 Kentucky backwoods 

father mother lonesome.  .  .  .   other  children.  .  .  .   toys.  .  .  . 

picture  books....    woods....    school....    mother  taught  him.... 
studied  hard ....  moved . 

LESSON  5. 
Lincoln's  Boyhood. 
(Copy.) 
There  is  a  log  cabin  in  a  big  forest.     Around  it  the  land  is 
cleared.     The  sound  of  an  ax  is  heard  not  far  off.     A  big  boy  is 
chopping  down  trees.    These  he  will  split  into  rails  to  use  in  making 
fences.     I  wonder  who  it  is.     It  is  Abraham  Lincoln.     His  father 
is  poor  and  his  home  is  rough.     He  has  to  help  on  the  farm.     He 
has  to  plant  com  and  hoe  potatoes.    He  has  to  drive  the  oxen.    But 
this  rough  hard  life  is  good  for  him.     Some  day  this  boy  is  to  be 
the  president  of  the  United  States. 
Spelling  Words 

cabin  forest  cleared  chopping  Lincoln 

split  rails  fences  wonder     _         rough 

potatoes         hoe         oxen         president         United  States 

Spelling  Groups 

here  is      is  heard      far  off      to  use      for  him      some  day 


56 

Language 

Read  the  title.    Why  is  's  added  to  Lincoln?     Find  the  name 
of  a  great  country  ?    How  is  it  written  ?    Why  ?    Why  is  president      [^ 
written  with  a  small  letter? 

Lincoln's  Boyhood. 

(Reproduction.) 

log  cabin....    forest....   land....    cleared....   oxen....   big 

boy....   rails....     fences....    Abraham    Lincoln....     father.... 

home.  . .  .  farm.  .  .  .  corn.  . .  .  potatoes.  ...  ax.  .  .  .  rough  and  hard 

life.  . .  .  president.  . .  .  United  States 

The  Backwoods. 

(Original.) 

Did  you  ever  hear  your  grandfather  or  some  other  old  man 

tell  about' his  boyhood  in  the  backwoods  ?    Did  he  live  in  a  log  house  ? 

Was  he  lonesome?    Did  he  have  any  picture  books  or  toys?    How 

did  he  play?    Did  he  go  to  school?    What  did  he  learn? 

LESSON  6. 

A  Good  Son. 

(Copy.) 

Little  Abraham  Lincoln  was  a  good  and  kind  son  to  his 
mother.  She  was  not  very  strong.  He  helped  her  in  many  ways. 
He  carried  water  from  the  stream.  He  chopped  wood  for  the  fire. 
His  father  was  a  poor  farmer  in  a  new  country  and  Lincoln  had 
to  help  him  also.  He  cleared  the  ground.  He  planted  corn.  He 
chopped  down  trees.  He  made  fences.  He  drove  the  oxen.  He 
hunted  wild  ducks  and  chickens. 

Lincoln  worked  out  of  doors  all  the  day  and  studied  at  night. 
His  mother  taught  him  all  she  knew.  He  had  only  a  few  books. 
These  he  read  over  and  over  by  the  firelight.  Then  he  and  his 
good  mother  talked  about  many  things.  She  taught  him  to  love 
his  country.  She  told  him  about  the  brave  men  who  had  given 
their  lives  to  make  America  a  free  land.  He  loved  the  story  of 
George  Washington  best  of  all. 

Spelling  Words 

Abraham  Lincoln  carried  stream  chopped 

cleared  America  George  Washington  fences 

oxen  studied  taught  firelight 

Spelling  Groups 

good  son      new  country      she  hneiv      he  read      their  lives 
Language 

Read  the  sentence  with  taught.  Read  the  sentence  with  a  few. 
How  many  are  a  fetvf  (Not  many.)  Read  the  sentence  with 
many.  How  many  are  manyf  (A  great  number.)  What  names 
are  written  with  capitals?    Why? 

A  Good  Son. 
(Reproduction.) 
What  kind  of  son  was  Abraham  Lincoln?     What  did  he  do 


57 

for  his  mother?     For  his  father?     What  did  he  do  all  day?     At 
night?     "What  did  his  good  and  kind  mother  teael\  hiin? 

LESSON  7. 

Lincoln  and  the  Negroes. 

(Copy.) 

When  Lincoln  was  twenty-one  years  old,  he  went  down  the 

Mississippi  River.    He  took  a  load  of  supplies  on  a  raft.     On  this 

trip  he  first  saw  the  black  slaves  of  the  South.     He  saw  some 

whipped.     It  made  him  feel  very  sad.     He  never  forgot  it.     He 

was  the  friend  of  the  slaves  after  that.     He  said  he  would  do  all 

he  could  to  help  them.     The  white  people  of  the  South  at  that 

time  used  to  buy  and  sell  slaves.     They  thought  it  was  right  to  do 

so.     Sometimes  the  poor  Negroes  were  parted  from  their  families 

and  friends.     They  never  saw  them  again.    When  Lincoln  became 

president,  he  set  them  all  free. 

Spelling  Words 

twenty-one  Mississippi  River  supplies  raft 

slaves      South      thought      Negroes      president      friends 

Spelling  Groups 

some  whipped  used  to  huy  was  right 

their  families  set  free 

Language 

Read  the  first  sentence.  How  are  the  two  parts  separated? 
Notice  the  word  before  years.  Give  five  more  numbers  that  are 
written  with  hyphens.  Find  the  name  of  a  river.  How  is  it 
written?  Why?  How  is  South  written?  Why?  How  is  Negroes 
written  ?    Why  ?    Why  is  president  written  with  a  small  letter  ? 

Lincoln  and  the  Negroes. 
(Reproduction.) 

twenty-one  years.  .  .  .  Mississippi  River. . .  .  supplies.  . .  .  black 
slaves....  the  South....  whipped....  sad....  never  forgot.... 
friend.  . .  .  help  them.  . .  .  buy  and  sell.  . . .  right.  . .  .  parted. . .  . 
president. . .  .  set  free 

LESSON  8. 

Mr.  Postman. 

(Copy.) 

What  a  busy  day  Mr.  Postman  was  having !  It  was  St.  Valen- 
tine's  Day,  which  comes  the  14th  of  February.  The  mailbag  was 
heavy  with  pretty  valentines.  There  were  large  ones  and  small 
ones.  Some  were  in  boxes.  There  were  many  dainty  postcards  with 
best  wishes  and  words  of  love. 

Wherever  the  postman  went,  smiles  greeted  him.  He  did  not 
have  to  wait  long  after  ringing  the  doorbell.  Little  ladies  and  big 
ladies  all  were  glad  to  be  remembered.  Some  received  boxes  of 
candy  and  flowers  for  valentines.  But  each  and  every  valentine 
meant,  "I  love  you." 


1 


58 

Spelling  Words 

busy  St.  Valentine's  Day  February  mailbag 

dainty  postcards  wherever  greeted  meant 

doorbell  remembered  receiving  flowers 

Spelling  Groups 

there  were  some  were  every  valentine 

Language 

What  mark  after  the  first  sentence?  "Why?  Read  the  date 
in  the  second  sentence.  Write  it  in  a  different  way.  Read  the 
sentences  separated  into  parts  by  commas.  Read  the  quotation  in 
the  last  sentence.  How  is  it  set  off  and  separated  from  the  rest  of 
the  sentence? 

Mr.  Postman. 
(Reproduction.) 

Why  was  Mr.  Postman  busy  ?  What  made  his  mailbag  heavy  ? 
What  kinds  of  valentines  were  in  it? 

How  was  the  postman  greeted  everywhere?  Did  he  have  to 
wait  long?  What  did  some  receive  for  valentines?  What  did  each 
and  every  valentine  mean? 

Mr.  Postman. 
(Original.) 

Is  your  postman  very  busj^  on  St.  Valentine's  Day?  Is  his 
mailbag  very  full  ?  Have  you  ever  followed  him  around  from  door 
to  door?  Are  the  girls  and  boys  pleased  when  he  comes?  How 
do  they  show  it? 

LESSON  9. 

A  Strange  Valentine. 

(Copy.) 

May  lived  in  the  country.  She  had  no  neighbors  except  one 
little  girl  named  Edith.  Edith  lived  five  miles  away  from  May. 
These  two  little  friends  sent  each  other  valentines  every  year. 
One  Valentine's  Day  May  was  expecting  a  valentine  from  Edith. 
But  no  valentine  came.  May's  father  went  to  the  postoffice. 
There  was  none  there  for  his  little  daughter.  May  was  disappointed. 
She  could  not  imagine  why  Edith  had  forgotten  her. 

At  five  o'clock  that  night  the  doorbell  rang.  A  man  brought 
in  a  package.  May  hurried  to  open  it.  It  was  a  small  box  and  in 
one  corner  was  a  pretty  white  dove.  It  was  a  carrier  dove.  Around 
its  leg  was  a  note  from  Edith.  After  that  these  two  little  girls 
sent  each  other  notes  by  Edith's  valentine. 
Spelling  Words 

valentine  country         neighbors  except  Edith 

expecting     postoffice     disappointed     imagine     forgotten 

doorbell        package        hurried        corner        carrier-dove 
Spelling  Groups 

one  girl  two  friends  sent  notes  every  year 

there  was      none  there      five  o'clock      for  her  daughter 
Language 

Find  all  the  names  written  with  's.  What  do  these  names  tell? 
Read  the  sentence  that  tells  time. 


59 

A  Strange  Valentine. 

(Reproduction.) 
Tell  where  May  and  Edith  lived.     What  did  they  do  on  St. 
Valentine's  Day?     Tell  about  May's  disappointment. 
Tell  about  the  strange  valentine, 

A  Carrier  Pigeon. 
(Original.) 

Did  you  ever  see  a  carrier  pigeon?  Describe  it.  ITow  far 
could  it  fly  with  a  message?  Where  did  its  owner  send  it?  Tell 
some  of  its  experiences. 

LESSON  10. 

A  Valentine  Birthday.    Part  I. 

(Copy.) 

Little  Grace  Story  awoke  at  seven  o'clock  on  her  tenth  birth- 
day, which  was  on  February  14,  1912.  She  found  a  large  fancy 
envelope  on  her  pillow.  Inside  was  a  beautiful  valentine.  It  was 
a  large  white  dove  with  a  letter  in  its  mouth.  Grace  read  the  letter. 
It  was  from  a  fairy.  It  contained  wishes  for  a  happy  birthday. , 
The  valentine  was  the  first  of  ten  Grace  was  to  receive  that  day. 

At  the  breakfast  table  standing  by  her  plate  was  the  second 
valentine.  It  was  a  beautiful  lace  one  with  a  boy  and  girl  in  a 
pretty  garden. 

Grace  could  hardly  eat  her  breafast,  she  was  so  excited.  She 
wondered  when  she  would  get  the  other  valentines.  She  looked  at 
the  clock.    It  was  half  past  eight.    She  had  to  go  to  school. 

Spelling  Words 

awoke  o'clock  birthday  February 

envelope                  pillow  beautiful  fairy 

receive  breakfast  excited  wondered 

Spelling  Groups 

read  the  letter  eight  valentines  half  past 

Language 

What  two  words  in  the  first  sentence  tell  time?  Write  the 
date  in  a  different  way.  Read  the  first  sentence  in  the  last  para- 
graph. How  are  the  parts  separated?  Read  a  sentence  in  this 
paragraph  that  tells  time. 

A  Valentine  Birthday.    Part  I. 
(Reproduction,) 

When  was  Grace  Story's  birthday?  When  did  she  awake? 
What  did  she  find?  What  was  inside?  Tell  about  the  dove  and 
the  letter. 

Where  did  she  find  her  second  valentine  ?    What  kind  was  it  ? 

How  did  Grace  like  all  this?  What  did  she  wonder?  But  what 
did  the  clock  remind  her  of  just  then? 


60 

LESSON  11. 

A  Valentine  Birthday.     Part  II. 
(Copy.) 

At  noon  Grace  found  a  small  box  with  her  name  on  in  the  hall. 
The  postman  had  brought  her  her  third  valentine.  It  was  made 
of  pink  satin. 

After  lunch  this  little  girl  had  to  go  back  to  school.  But  when 
school  was  dismissed  at  three  o'clock,  she  hurried  home. 

In  the  parlor  she  found  Uncle  Harry,  Aunt  Kate,  Cousin  Tom, 
and  her  grandpa.  Each  had  a  valentine  for  little  Grace.  "That 
makes  seven,"  she  said.  "Three  more  to  come,"  she  added.  She 
laughed  and  clapped  her  hands.  It  was  such  fun.  Then  came  the 
birthday  party. 

Spelling  Words 

birthday  postman  third  satin 

dismissed  hurried  parlor  party 

Spelling  Groups 

Grace  found  three  o'clock 

Language 

Read  the  second  sentence  in  the  second  paragraph.  How  is  it 
divided?  What  two  words  in  this  sentence  tell  time?  Read  the 
first  sentence  in  the  third  paragraph.  How  are  the  words  of  a 
series  separated?  What  titles  are  written  with  capitals?  Why? 
What  title  is  not?  Why?  Read  the  two  sentences  with  quotations. 
How  are  they  separated  from  the  rest  of  the  sentence? 

A  Valentine  Birthday.     Part  II. 
(Reproduction.) 
What  did  Grace  find  at  noon?     Who  had  brought  it?     What 
was  it? 

Where  did  this  little  girl  have  to  go  after  lunch? 
When  she  got  home  after  school,  whom  did  she  find  in  the 
parlor?    What  did  each  have  for  little  Grace?    How  many  valen- 
tines did  that  make? 
Then  came  what? 

LESSON  12. 

A  Valentine  Birthday.     Part  III. 

(Copy.) 

In  the  center  of  the  table  was  a  big  birthday  cake.  It  was 
mother's  valentine  to  her  little  girl. 

In  the  evening  father  came  home  with  a  basket  on  his  arm. 
Grace  wondered  what  was  in  it.  She  heard  a  little  mew.  Then  she 
knew.  Out  crawled  a  pure  white  kitten  with  a  blue  ribbon  around 
its  neck.  Tied  to  this  as  a  tiny  valentine.  Grace  clapped  her  hands 
with  delight. 

Bedtime  came  all  too  soon.  When  a  happy  little  girl  was  ,iust 
ready  to  creep  into  bed,  there  on  her  pillow  she  found  a  tiny  valen- 
tine fairy.     She  held  a.  letter  ixt  her  hand.     Grace  opened  it  and. 


I 


61 

read  it.  It  contained  wishes  for  many  happy  returns  of  the  day. 
This  was  the  tenth  and  last  valentine.  Grace  was  soon  asleep  dream- 
ing about  happy  birthdays  and  valentines. 

Spelling  Words 

valentine         center         birthday         evening         frosting 
basket  wondered  mew  crawled  pure 

delight       bedtime       pillow       fairy       tenth       dreaming 

Spelling  Groups 

she  heard    she  knew     Uue  ribbon     too  soon    found  there 

Language 

What  name  in  the  second  sentence  tells  whose?     How  is  it 

written  ?    Read  the  first  sentence  in  the  third  paragraph.    Spell  too. 

A  Valentine  Birthday.     Part  III. 
(Reproduction.) 
What  was  in  the  center  of  the  table  ?    What  was  on  it  ? 
What  did  Grace's  father  bring  home  in  the  evening?    What  did 
she  hear?    Tell  about  the  live  valentine. 
What  did  Grace  find  at  bedtime? 

Valentine  Plans. 
(Original.) 

Can  you  tell  about  the  valentine  plans  of  some  little  girl  or  boy  ? 

LESSON  13. 

George  Washington  at  School. 

(Copy.) 

When  George  Washington  was  a  small  boy,  there  were  very 
few  schools  in  the  South.  These  were  not  very  good.  They  were 
not  nearly  so  good  as  the  schools  of  today.  But  George  Wash- 
ington's mother  sent  him  until  he  was  sixteen  years  of  age.  He 
learned  reading,  writing,  spelling,  grammar,  and  arithmetic.  His 
blankbooks  were  always  very  neat.  His  examples  were  always  right. 
These  blankbooks  may  be  seen  today  at  Mt.  Vernon  on  the  Potomac 
River. 

Spelling  Words 

South  today  until  grammar  arithmetic 

blankbooks        examples        ]\It.  Vernon        Potomac  River 

Spelling  Groups 

there  ivere  very  few  they  were  were  right 

Language 

Read  the  first  sentence.  How  is  it  divided?  Why  is  South 
written  with  a  capital?  Find  a  name  with  's.  What  does  it  tell? 
Read  the  sentence  with  a  long  series  of  words.  How  are  the 
words  of  a  series  separated?  Find  the  name  of  a  place,  The  name 
of  a  river.    How  are  these  names  written? 


62 

George  Washington  at  School. 
(Reproduction.) 

few  schools....  the  South....  not  good....  schools  of  to- 
day. , .  .  sixteen  years  of  age.  . . .  learned. . .  .  blankbooks.  . .  ,  Mt. 
Vernon ....  Potomac  River 


LESSON  14. 

Washington  as  a  Surveyor. 

(Copy.) 

"When  Washington  was  only  sixteen  years  of  age  he  went  out 
to  survey  some  land.  He  was  not  used  to  a  hard  and  rough  life. 
Unlike  Lincoln,  his  parents  were  rich  and  he  had  a  nice  home.  But 
he  was  a  brave  young  man  and  he  liked  adventure.  There  were  no 
roads  through  the  forest.  He  and  his  companion  met  wild  animals 
and  Indians.  But  Washington  was  never  afraid.  They  swam 
across  rivers.  They  often  had  to  sleep  by  their  campfires  with 
no  shelter.  For  plates  they  often  used  chips  of  trees  and  sticks 
for  forks.  All  these  hardships  were  good  for  Washington.  When 
he  was  twenty-one,  he  was  sent  on  a  long  journey  through  the 
wilderness  to  carry  an  important  message. 

Spelling  Words 

surveyor  Lincoln  parents  adventure  companion 
afraid  Indians  shelter  plates  chips  forks  hardships 
twenty-one      important      message      journey      wilderness 

Spelling  Groups 

used  to  there  tvere  no  roads 

through  the  forest  .   their  campfires 

Language 

Read  the  first  sentence.  How  is  it  divided?  Find  two  more 
sentences  divided  by  commas.  Find  the  name  of  a  nation.  How 
is  it  written? 

Washington  as  a  Surveyor. 
(Reproduction.) 

When  Washington  went  on  his  first  independent  survey,  how 
old  was  he?  Tell  about  his  life.  Tell  about  his  parents  and  his 
home.  What  kind  of  young  man  was  he  ?  Tell  about  his  adventures 
in  the  forests. 

no  roads.  .  .  .  wild  animals.  .  .  .  Indians.  .  .  .  never  afraid. . . . 
rivers ....  sleep ....  plates  and  forks ....  hardships ....  when 
twenty-one ....  message ....  prepared 

LESSON  15. 

Harry's  Easter  Dream. 

(Copy.) 

What  could  it  mean  ?    Was  he  on  a  farm  ?    Little  Harry  Brown 

was  beside  himself.     Surely  he  had  gone  to  sleep  in  his  own  little 


63 

bed  in  his  father's  house.    But  here  he  was  in  a  noisy  poultry  yard. 
Ducks  and  chickens  and  geese  were  having  a  great  meeting. 

Said  one  and  all,  "Every  year  at  Easter  the  rabbits  come  and 
carry  off  our  eggs.    We  must  put  a  stop  to  this." 

Spelling  Words 

Easter        surely        noisy        poultry        chickens        geese 
Spelling  Groups 

own  bed  was  here  great  meeting  said  one 

every  year  our  eggs  carry  off 

Language 

What  kind  are  the  first  two  sentences?  What  mark  at  the 
end  of  each?  Read  the  sentence  with  a  quotation.  How  is  a  quota- 
tion separated  from  the  rest  of  a  sentence?  How  does  it  begin? 
How  many  sentences  in  this  quotation? 

Harry's  Easter  Dream. 
(Reproduction  and  Original.) 
What  could  it  mean?  Was  he  on  a  farm?  What  thoughts 
troubled  little  Harry  Brown?  Where  did  he  find  himself?  What 
did  he  hear  the  chickens  and  ducks  and  geese  say?  Tell  what  a 
goose  advised  them  to  do.  A  duck.  A  wise  hen.  Where  were 
the  rabbits  hiding  just  at  this  time?  What  did  they  do  about  it? 
Did  Harry  have  anything  to  say? 

LESSON  16. 

The  Easter  Rabbit  Story. 

(Copy.) 

Not  a  rabbit  to  be  found  in  the  woods!  Not  a  single  white 
cotton-tail  in  the  bushes !  I  wonder  why.  Don 't  you  know  it  is 
Easter  time?  Rabbits  must  be  busy,  as  busy  as  Santa  Glaus  at 
Christmas  time. 

Away  they  scamper  the  night  before  Easter.  Into  every  garden 
they  steal  to  leave  beautiful  tokens  of  the  season.  They  wait  until 
all  the  lights  are  out  and  the  children  are  tucked  snugly  in  bed. 
Then  they  go  into  the  houses.  Maybe  they  stop  to  nibble  a  carrot 
or  a  cabbage,  but  they  do  not  stop  long.  How  they  manage  to 
get  in  from  the  country  and  out  again  without  being  seen  is  more 
than  I  can  tell!    I  wonder  can  you? 

Spelling  Words 

cotton-tail  Easter  busy       Santa  Glaus  Ghristmas 

scamper  tokens            season            tucked  snugly 

nibble                  carrot                  cabbage  manage 

Spelling  Groups 

you  knoiv  every  garden  they  steal 

Language 

What  marks  at  the  end  of  the  first  two  sentences?  Why? 
What  mark  at  the  end  of  the  fourth  sentence?    Why?    Find  the 


64 

names  of  two  holidays.    How  are  they  written  ?    Find  the  name  of 
an  important  person.    How  is  it  written  ? 

The  Easter  Rabbit  Story. 
(Reproduction.) 

Not  a  rabbit  to  be  found  in  the  woods!  Not  a  single  white 
cotton-tail  in  the  bushes !  I  wonder  why.  "What  time  is  it  1  Why 
must  rabbits  be  busy?  When  do  they  scamper  away?  Where  do 
they  go? 

LESSON  17. 

An  Egg-hunt. 

(Copy.) 

It  was  a  large  and  beautiful  house  in  a  large  and  beautiful 
garden.  An  old  lady  and  gentleman  lived  here  all  alone.  But  they 
were  not  always  alone.  They  had  a  troop  of  merry  grandchildren, 
who  often  came  to  see  them. 

On  the  Saturday  before  Easter  grandpa  and  grandma  always 
had  an  egg-hunt  for  their  grandchildren  and  other  little  friends. 
If  the  day  was  pleasant,  the  hunt  was  in  the  garden.  If  it  w^as  rainy 
weather,  it  was  in  the  house.  Grandma  and  grandpa  were  busy 
all  the  week  coloring  eggs.  On  Saturday  morning  the  mothers 
brought  more  eggs.  When  no  one  was  around,  grandma  and  grandpa 
went  out  and  hid  them. 

Spelling  Words 

beautiful       gentleman       alone       troop        grandchildren 

brought  often  Saturday  Easter 

friends  weather  coloring 

Spelling  Groups 

lived  here  they  were  their  children 

all  the  iveek  no  one 

Language 

Read  the  first  sentence  in  the  second  paragraph.  What  two 
names  are  written  with  capitals?  Why?  What  two  titles  are 
written  with  small  letters?  Why?  Find  three  sentences  divided 
into  two  parts  by  commas. 

An  Egg-hunt. 
(Reproduction.) 
Tell  about  the  large  house  and  garden.     Who  lived  there  all 
alone?     Who  often  came  to  see  them? 

What  did  these  old  people  always  have  on  Saturday  before 
Easter?  For  whom?  Where  in  pleasant  weather?  Where  in 
rainy  weather?  What  were  they  busy  about  all  the  week?  When 
did  they  hide  the  eggs? 

Easter  Rabbits. 
(Original.) 
When  3'ou  were  very  small,  what  did  you  believe  about  Easter 
rabbits?     Tell  about  some  of  the  Easter  eggs  they  brought  you. 
Where  did  you  find  them? 


65 

A  Big  Egg-hunt. 

(Original.) 
Did  you  ever  go  to  a  big  egg-hunt?    Where  was  it  ?    How  many 
children  were  there?     When  did  you  begin  to  hunt  eggs?     What 
did  you  do  with  those  you  found?    How  many  did  you  find?    Who 
found  the  most?    How  were  the  eggs  then  given  out? 

LESSON  18. 

An  Easter  Lily. 
(Copy.) 

Little  May  had  a  garden.  She  loved  her  flowers  and  took  the 
best  of  care  of  them.  Her  friends  often  gave  her  new  plants. 
Nothing  pleased  her  more.  One  day  Mrs.  Gray  gave  her  a  round 
thing  to  plant.  What  could  it  be?  It  looked  like  an  onion.  But 
May  did  as  she  was  told.  She  watched  for  a  long  time.  Many  times 
she  wanted  to  dig  it  up.  But  Mrs.  Gray  told  her  to  wait  until 
spring. 

After  the  first  warm  weather,  up  came  a  stem  with  leaves 
folded  about  it.  It  grew  and  grew.  When  it  was  about  three 
feet  tall,  long  green  buds  appeared.  And  on  Easter  day  three  had 
opened  into  beautiful  lilies.  When  INIay  went  into  her  garden 
Easter  morning,  she  clapped  her  hands  with  delight.  ' '  See  my  beau- 
tiful lilies,"  she  cried.  Mrs.  Gray  was  standing  in  her  doorway. 
It  pleased  her  to  see  little  May  so  happy.  May  thanked  her  for  her 
Easter  gift. 

Spelling  Words 

garden        flowers        onion        watched        weather        leaves 
appeared      opened      lilies      clapped      delight      doorway 

Spelling  Groups 

new  plants  one  day  for  her  gift 

Language 

Find  a  title  that  is  an  abbreviation.  W^hat  mark  after  it? 
Find  a  sentence  that  asks  something.  What  mark  after  it?  Find 
the  name  of  a  season.  How  is  it  written?  Read  the  first  sentence 
of  the  second  paragraph.  What  divides  it  into  two  parts?  Find 
another  sentence  separated  into  two  parts  by  a  comma.  Another. 
Find  a  sentence  with  a  quotation.  Read  the  quotation.  How  is  it 
set  off  and  separated  from  the  most  of  the  sentence? 

LESSON  19. 
Easter  Greetings. 
(Copy.) 
Dear  Grandma, 

I  wish  you  and  grandma  a  very  happy  Easter.  We  children 
are  going  to  have  vacation  the  week  before  Easter.  Robert  and 
I  are  going  to  the  farm.  Uncle  George  asked  us  to  spend  the  whole 
week  with  him  and  Aunt  Bess.  We  can  hardly  wait  for  the  time  to 
come.    Love  from  us  all  to  j^ou  both. 

Your  loving 

May. 


66 

Spelling  Words 

grandpa      Easter      vacation      Uncle  George      Aunt  Bess 
Spelling  Groups 

the  ivhole  week  for  the  time 

Language 

Find  two  titles  written  with  capitals.  Tell  why.  Why  is 
grandpa  written  with  a  small  letter? 

An  Easter  Letter. 
(Original.) 
Write  an  Easter  letter  to  some  one  in  the  family.     Tell  about 
your  plans  for  the  spring  vacation. 

LESSON  20. 
A  Letter  About  Easter. 
(Copy.) 
Dear  Aunt  Sallie, 

We  children  had  such  a  very  happy  Easter.  On  the  Saturday 
before  we  went  to  an  egg-hunt  in  Mrs.  Snow's  beautiful  garden. 
On  Sunday  we  went  to  Sunday  school  and  church.  We  all 
received  beautiful  cards.  There  were  many  pretty  white  lilies  on 
the  altar.  I  like  to  go  to  church  on  Easter.  I  like  the  flowers  and 
the  grand  music.    Did  you  have  a  happy  Easter,  Aunt  Sallie? 

Your  loving 

May. 
Spelling  Words 

Saturday  beautiful  Sunday  School  church 

received  lilies  altar  music 

Spelling  Groups 

very  happy  there  were 

Language 

Find  an  abbreviation.  What  mark  after  it?  Whose  garden? 
How  is  a  name  that  tells  whose  written  ? 

A  Letter  About  Easter. 
(Original.) 

Write  a  letter  to  your  aunt  or  grandma  telling  how  you  spent 
Easter.  Tell  about  eggs  and  cards  received.  Tell  about  Sunday 
School  and  church. 

LESSON  21. 

A  May  Day  Invitation. 

(Copy.) 

April  20,  1912. 
Dear  Aunt  Helen, 

On  May  Daj^  the  school  children  of  our  city  are  going  to  have 
a  festival  at  Golden  Gate  Park.  There  is  going  to  be  a  May  Pole 
dance  by  girls  and  boys  of  the  fourth  grade  of  our  school.  All  are 
going  to  dress  in  white.    There  is  going  to  be  a  May  Queen.    She 


67 

will  wear  a  crown  of  white  roses.    Don't  yoii  want  1o  come  and  go 
with  mother? 

Your  loving 

Beth. 
Spelling  Words 

May  Day         festival         Golden  Gate  Park         May  Pole 
school  INTay  Queen  crown  rosees 

Spelling  Groups 

our  city  are  going  to  there  is  to  he 

fourth  grade  will  wear 

Language 

Name  all  the  parts  of  a  letter.  Tell  where  each  is  written. 
Tell  about  the  capitals  and  commas.  Find  all  the  words  written 
with  capitals.     Tell  why. 

A  May  Day  Invitation. 
(Original.) 
Write  to  some  one  about  the  May  Day  festival  in  your  city. 
Tell  about  the  May  Pole  dance  and  the  May  Queen.     Invite  your 
friend  to  come. 

LESSON  22. 
(Copy.) 

San  Francisco,  May  27,  1910. 
Dear  Teacher, 

Today  is  the  last  day  of  school.  Vacation  is  almost  here. 
We  are  going  to  have  a  long  playtime.  We  are  going  to  play  for 
nearly  two  whole  months.  We  shall  forget  school  and  books  and 
lessons.  But  we  shall  try  not  to  forget  all  we  have  learned.  We 
cannot  forget  all  our  kind  teachers.  We  wish  you  a  -very  happy 
vacation  and  hope  to  see  you  again  when  we  return. 

Yours  lovingly. 


Spelling  Words 

San  Francisco  today  vacation  playtime 

lessons  learned  lovingly 

Spelling  Groups 

almost  here        two  whole  months        our  teachers        to  see 

Language 

Tell  about  each  part  of  this  letter. 

Letter. 
(Reproduction.) 

Write  a  letter  to  your  teacher  about  vacation  and  what  you 
expect  to  do.  What  are  you  going  to  forget  and  what  are  you  going 
to  remember? 

End  with  the  best  wishes  for  a  happy  vacation. 


68 

LESSON  23. 

Our  Country's  Birthday. 

(Copy.) 

During  the  summer  vacation  we  had  the  4th  of  July.  It 
is  the  date  of  our  country 's  birthday.  We  like  to  see  the  flags  flying 
on  that  day.  Bands  play  and  soldiers  and  sailors  march  to  the 
stirring  music.     And  we  all  enjoy  the  fireworks  at  night. 

"When  we  were  little,  we  did  not  know  what  it  all  meant.  Now 
we  are  old  enough  to  understand.    It  is  our  country's  birthday. 

Many  years  ago  this  country  belonged  to  England.  In  many 
ways  it  was  very  hard  for  the  people  of  America.  On  July  4,  1776, 
they  agreed  to  be  free  and  independent.  The  king  of  England  did 
not  want  to  lose  this  country.  He  sent  his  soldiers  over  to  fight. 
There  were  five  hard  years  of  war.  At  last  Washington  and  his 
army  won  freedom  for  our  land.  He  is  called  the  Father  of  Our 
Country. 

Spelling  Words 

summer          vacation  birthday  soldiers         sailors 

stirring           music  fireworks  meant           enough 

England       people  American  agreed       independent 

Spelling  Groups 

to  see       we  were       did  not  knoiv       there  were       we  are 
very  hard  he  sent  icon  freedom  ovr  land 

Language 

Read  the  title.  Why  do  all  the  words  begin  with  capital  let- 
ters? Find  the  name  of  a  season  in  the  first  sentence?  How  is  it 
written  ?  Find  two  dates  in  this  composition.  Are  they  written 
the  same  way  ?  Find  two  names  of  countries.  How  written  ?  Why 
is  king  written  with  a  small  letter?  Why  is  Washington  written 
with  a  capital?    Find  another  name  for  Washington. 

Our  Country's  Birthday. 

(Reproduction.) 

What  holiday  did  we  have  during  the  summer  vacation  ?  What 
is  there  to  see  and  hear  on  that  day  ?  What  does  it  all  mean  ?  What 
is  the  day?  To  what  country  did  American  once  belong?  How 
was  it  hard  for  our  country?  What  happened  on  July  4,  1776? 
ITow  did  the  king  of  England  feel  about  it?  How  many  years  of 
war  were  there?     Tell  what  Washington  did.     What  is  he  called? 

LESSON  24. 

The  First  Fourth  of  July. 

(Copy.) 

It  was  in  the  days  of  long  ago.  America  was  still  young.  Many 
people  had  come  across  the  Atlantic  Ocean  from  England,  France, 


69 

Spain,  and  other  countries  of  Europe.    They  had  come  to  make  the 
new  land  of  promise  their  home. 

There  were  thirteen  colonies  along  the  Atlantic  Coast  that 
belonged  to  England.  The  people  still  looked  to  the  king  of  the 
mother  country  as  their  ruler.  But  king  after  king  taxed  the 
people  of  the  thirteen  colonies  and  made  unjust  laws  to  govern 
them.  They  could  stand  it  no  longer.  So  on  July  4,  1776.  they 
declared  their  independence.  The  Liberty  Bell  rang  forth  the 
glad  news.  That  is  why  the  Fourth  of  July  is  a  holiday.  It  is 
our  country's  birthday. 

Spelling  Words 

America       many       Atlantic  Ocean       England  France 

Spain      countries      Europe     promise     thirteen  colonies 

taxed     unjust     govern     declared     independence  holiday 

Spelling  Groups 

veivland    their  home    there  were    rang  forth    ouriirthday 
Language 

Find  all  the  names  written  with  capital  letters.  Tell  why  each 
is  so  written.  Why  is  king  written  with  a  small  letter?  What  does 
a  name  with  's  tell  ? 

The  First  Fourth  of  July. 
(Reproduction.) 
It  was  in  the  days  of  long  ago.    What  country  was  still  young? 
Where  had  many  people  come  from?    Why  had  they  come? 

Tell  about  the  colonies  along  the  Atlantic  Coast.  Whom  did 
the  people  look  to  as  their  ruler?  But  what  did  king  after  king  do? 
What  did  the  colonies  do  at  last?  What  rang  forth  the  glad  news? 
What  is  the  Fourth  of  July  ? 

LESSON  25. 

The  Discovery  of  Gold. 

(Copy.) 

Gold  was  discovered  in  California  in  1849.  And  the  news 
soon  went  round  the  world.  Every  ship  that  went  out  carried 
news  of  more  gold.  And  on  its  return  it  brought  hundreds  in 
search  of  a  fortune.  And  many  a  pioneer  wagon  crossed  the  dreary 
plains  in  the  face  of  danger  and  hardship.  Indians  and  hunger 
and  thirst  had  to  be  met  with.  It  was  often  a  question  of  life  and 
death.    And  all  this  was  suffered  for  gold. 

Spelling  Words 

California  discovered       brought  hundreds  search 

fortune  pioneer  crossed  dreary  danger 

hardship  Indians  thirst  question  suffered 

Language 

Find  the  name  of  a  state  and  a  nation.    IIow  written? 


L 


70 

The  Discovery  of  Gold. 
(Reproduction.) 
"When  was  gold  discovered  in  California?  How  did  the  news 
travel?  What  news  did  every  ship  that  went  out  carry?  What 
did  ever}'  ship  bring  on  its  return  ?  How  else  did  people  get  here  ? 
What  had  to  be  met  on  the  way?  What  was  it  often  a  question  of? 
And  all  this  was  suffered  for  what  ? 

LESSON  26. 

California's  Birthday. 

(Copy.) 

After  the  discovery  of  gold  in  California  town  after  town 
sprang  up  in  the  mountains  and  along  the  rivers.  People  settled 
wherever  gold  was  found.  More  people  and  still  more  came  out 
west.  Some  came  by  water.  Oth'^rs  came  by  land.  In  two  years 
there  were  enough  settlers  here  to  make  California  a  state.  The 
people  sent  word  to  Washington.  They  sent  again  and  again.  At 
last  the  answer  was  given.  It  was  on  September  9.  That  is  the 
birthday  of  California. 

Spelling  Words 

discovery    California   mountains   rivers   settled   wherever 
town    enough    settlers    Washington    September    birthday 

Spelling  Groups 

was  found  some  came  hy  water 

tivo  years  there  were  sent  word 

Language 

Find  the  name  of  a  state.  A  city.  How  written?  Find  a 
date.    Write  it  in  a  different  way. 

California's  Birthday. 

(Reproduction.) 

What  happened   after  the  discovery   of  gold  in   California? 

Where  did  the  people  settle?     How  did  the  people  come  here? 

When  were  there  enough  settlers  to  make  California  a  state?    What 

did  the  people  do  ?    When  was  the  answer  given  ?    What  is  that  day  ? 

LESSON  27. 
Copy  and  fill  in  the  blanks. 

California's  Birthday  Party. 
(Copy.) 
Every  state  has  a  birthday.  California's  birthday  comes  in 
the  month  of  September.  It  is  the  day  her  native  sons  and  daugh 
ters  never  forget.  They  gather  in  different  cities.  Here  they  have 
processions  and  everything  is  gay  and  festive.  The  *bear  flag  and 
the  stars  and  stripes  float  together  in  the  breeze.     I  am  a  native 

In  the  year I  went  to  California's  birthday  party 

at 


1 


*A  flag  that  figured  in  the  early  history  of  California. 


I 


71 
Spelling  Words 

birthday     month     September     native     daughters     cities 
different      processions      festive      stripes      lioat      native 

Spelling  Groups 

here  they  have  hear  flag  some  day 

Language 

Find  the  names  written  with  capitals.     Tell  wh3^ 

California's  Birthday  Party. 

(Reproduction.) 

AVhat  does  every  state  ha've?    When  does  California's  birthday 

come?    Who  never  forget?    "Where  do  they  gather?    What  do  they 

have?     What  flags  float  together  in  the  breeze?     What  are  you? 

did  you  ever  go  to  California's  birthday  party?    When  and  where? 

LESSON  28. 
Columbus. 
Eead  the  story  from  the  California  State  Series  Second  Reader, 
page  26. 

Spelling  Words 

Columbus  sailors  people  laughed 

Spelling  Groups 

hy  the  sea  to  talk  new  way  no  one 

great  sea  he  found  sailed  where  our  country 

Language 

Find  the  sentences  with  quotations.  How  are  they  set  off? 
How  is  each  separated  from  the  rest  of  the  sentence?  How  does 
each  begin?  Find  a  sentence  that  asks  something.  What  mark 
at  the  end  ? 

Columbus. 
(Reproduction.) 
When  and  where  did  Columbus  live?     When  he  was  a  boy, 
where  was  his  home?    W^hat  did  he  like  to  do? 

What  did  he  say?  What  did  the  people  do?  What  did 
they  say? 

When  Columbus  grew  u])  to  be  a  man,  what  did  he  do? 

LESSON  29. 

A  Birthday  Letter. 

(Copy.) 


Dear  Grace,  (Date.) 

Five  days  more  and  you  will  be  eight  years  old.    I  am  writing 
this  birthday  letter  in  time  for  you  to  get  it.    I  know  it  has  a  long 


72 

way  to  go.  We  all  send  you  best  wishes  for  a  happy  day.  The 
birthday  card  I  painted  myself  at  school.  Mother  sent  you  a  little 
package  last  night.  I  wish  you  many  happy  returns  of  the  day, 
dear  Cousin  Grace. 

Your  loving, 
May. 
Spelling  Words 

birthday  painted  package  returns 

Spelling  Groups 

eiglit  years  I  know  for  you 

mother  sent  dear  Cousin  Grace 

Language 

What  are  the  parts  of  a  letter?  Where  is  each  written?  Tell 
about  the  capitals  and  punctuation.  Notice  the  comma  before  dear 
Cousin  Grace. 

A  Birthday  Letter. 
(Original.) 
Write  a  birthday  letter  to  a  cousin.     Send  best  wishes  and 
speak  about  a  present  you  are  sending. 


LESSON  30. 

A  Hallowe'en  Party. 

(Copy.) 

Mary  and  John  Gray  lived  in  the  country  on  a  large  farm.  It 
was  nearing  Hallowe'en  and  they  had  planned  a  big  jack  o 'lantern 
party.    All  were  very  glad  when  at  last  the  night  came. 

Each  child  brought  a  jack  o 'lantern,  which  was  lighted  up  with 
a  candle.  First  they  all  marched  around  the  garden.  Then  they 
played  Hallowe'en  games  and  told  ghost  stories  until  eleven  o'clock. 
At  this  hour  the  two  big  wagons  rolled  up  to  the  door  to  take 
them  home.  They  were  merry  when  they  came.  But  they  were 
merrier  when  they  went  away. 

Spelling  Words 

Hallowe'en      nearing     planned     jack  o 'lantern      invited 
brought  lighted  candle  ghost  merrier 

Spelling  Groups 

very  glad  eleven  o'clock  this  hour 

two  wagons  they  were 

Language 

What  do  the  apostrophes  in  Hallowe'en  and  jack  o 'lantern 
stand  for?  Read  the  jSrst  sentence  in  the  second  paragraph.  How 
are  the  two  parts  of  this  sentence  separated?  What  two  words  in 
the  next  sentence  tell  time? 


Ai 


73 

A  Hallowe'en  Party. 

(Reproduction.) 
Where  did  Mary  and  John  Grey  live?    What  kind  of  a  party 
did  they  give?     Who  were  invited?     What  did  they  play?     Did 
they  have  a  merry  time?     Tell  all  about  it. 

A  Hallowe'en  Party. 
(Original.) 
Have  you  ever  been  to  a  Hallowe'en  party?    What  fun  do  the 
boys  and  girls  have?     What  games  do  they  play?     What  kind  of 
stories  do  they  tell? 

Hallowe'en. 
(Original.) 
What  do  the  children  who  live  near  you  do  on  Hallowe'en? 
What  do  they  make?     W^hat  games  do  they  play?     Do  they  have 
merry  times? 

LESSON  31. 

The  Jack  o'Lantern. 

(Copy.) 

Baby  Alice  wondered  what  her  big  brothers  and  sisters  were 

going  to  do  with  so  many  pumpkins.    She  knew  that  mother  never 

used  so  many  for  pies.    What  were  they  going  to  make? 

Eight  o'clock  was  a  late  hour  for  little  girls  to  be  sitting  up 
and  Alice's  eyes  began  to  blink.  She  climbed  upon  her  father's 
knee  and  was  soon  fast  asleep.  Even  the  pumpkins  were  forgotten. 
Soon  the  merry  laughter  of  brothers  and  sisters  awakened  her. 
She  sat  up  and  rubbed  her  eyes.  What  were  those  ugly  faces? 
Alice  threw  her  arms  around  her  father's  neck  and  hid  her  face. 
Father  whispered  something  to  her.  Then  she  lifted  her  head  and 
laughed.    I  wonder  what  he  told  her? 

Spelling  Words 

Baby  Alice      wondered      pumpkins      whispered      blink 
climbed  knee  laughter  awakened  ugly 

Spelling  Groups 

going  to  she  knew  eight  o'clock 

late  hour  threw  her  arms 

Language 

Find  a  sentence  that  asks  something  in  the  first  paragraph. 
Read  the  first  sentence  in  the  second  paragraph.  What  two  words 
tell  time?  What  name  tells  whose?  Find  two  questions  in  the  last 
paragraph. 

The  Jack  o'Lantern. 
(Reproduction.) 
Baby  Alice pumpkins mother late  hour fath- 
er's knee forgotten merry  laughter ugly  faces hid 

her  face.  .  .  .  whispered.  .  .  .  laughed 


74 

Jack  o'Lantern. 

(Original.) 

Why  is  there  a  big  sale  of  pumpkins  at  Hallowe'en?  Tell  how 

the  boys  make  jack  o 'lanterns  and  what  they  do  with  them.    Were 

you  afraid  of  them  when  you  were  small?     Have  you  ever  seen 

anybody  frightened  by  the  ugly  faces? 

LESSON  32. 

Rob's  Pumpkin. 

(Copy.) 

There  was  a  large  field  of  pumpkins  back  of  Farmer  Gray's 

house.     The  little  boy  who  lived  on  this  farm  had  been  watching 

them  grow  for  several  months.     One  pumpkin  near  the  middle  of 

the  field  was  larger  than  all  the  rest.     "Wouldn't  that  one  make 

a  fine  jack  o 'lantern  for  Hallowe'en?"  said  Rob,  as  he  stood  looking 

at  it.    "I'll  ask  Farmer  Gray  to  give  it  to  me,"  he  said  to  himself. 

That  evening  at  supper  he  asked  for  the  pumpkin.     To  his  delight 

Farmer  Gray  said  he  might  have  it.     Rob  was  a  very  happy  boy 

when  he  went  to  bed.     What  fun  he  would  have! 

Spelling  Words 

field  pumpkin  months  wouldn't 

jack   0 'lantern  Hallowe'en  evening         delight 

Spelling  Groups 

there  was  for  months  that  one 

Language 

Why  is  Farmer  written  with  a  capital  letter?  Read  the  sen- 
tence with  a  quotation.  How  is  it  set  off?  How  is  it  separated 
from  the  rest  of  the  sentence?  Read  the  next  sentence  with  a 
quotation.  How  is  it  separated  from  the  rest  of  the  sentence? 
Read  the  sentence  with  exclamation  marks.    Why  used? 

Rob's  Pumpkin. 
(Reproduction.) 

What  was  growing  back  of  Farmer  Gray's  house?  Who  had 
been  watching  them?  Tell  about  the  largest  one.  Who  told  Rob 
he  might  have  it? 

A  Dream  of  a  Pumpkin. 

(Original.) 

Tell  a  story  about  a  dream  of  a  pumpkin.   Where  was  the 

pumpkin?    Who  wanted  it?    How  big  was  it?     Tell  the  big  price 

paid  for  it.     Next,  toll  about  the  big  wagon  that  came  to  take  it 

away.    Lastly,  tell  what  happened  to  it. 

LESSON  33.  J 

The  Thanksgiving  Story.    Part  I.  jt 

(Copy.)  * 

Many,  many  years  ago  some  people  called  Pilgrims  left  their 
homes  in  England.    They  sailed  across  the  sea  to  America.    It  was 


I 


75 


a  long  trip  over  a  stormy  sea.  They  prayed  to  God  to  take  care  of 
them.  On  a  cold  day  in  December  they  landed.  They  stepped  out 
on  a  large  rock.    It  is  called  Plymouth  Rock. 

These  Pilgrims  did  not  find  any  white  people  in  America. 
Indians  lived  in  the  forest.  The  Pilgrims  became  friends  with 
some  of  them. 

The  first  thing  the  Pilgrims  had  to  do  was  to  build  houses. 
They  made  log  cabins.  The  wind  blew  through  the  cracks.  Many 
times  the  rain  came  in.  It  was  a  very  hard  winter.  ]\Iany  were 
taken  sick.  Half  of  them  died  before  spring  came.  But  better 
times  were  coming. 

Spelling  Words 

stormy  prayed  friends  build  cabins 

Pilgrims      England      America      Plymouth  Rock      Indians 

Spelling  Groups 

some  people  thei}'  houses  the  sea 

wind  hlew  through  cracks 

Language 

Find  two  names  of  people.  Two  of  countries.  How  are  they 
written?  "Why  is  Plymouth  Rock  written  with  capital  letters? 
Find  the  name  of  a  season.  How  is  it  written  ?  Find  the  name  of 
God.    How  is  it  always  written  ? 

The  Thanksgiving  Story.    Part  I. 
(Reproduction.) 

When  did  the  Pilgrims  leave  their  homes  in  England?  Where 
did  they  go?  What  kind  of  trip  did  they  have?  When  did  they 
land  ?    What  large  rock  did  they  step  upon  ? 

What  kind  of  people  did  they  find  in  the  forest? 

What  did  they  have  to  do  first?  Tell  about  their  log  cabins. 
What  kind  of  winter  was  their  first  one?  What  happened  to 
many  of  them? 

LESSON  34. 

The  Thanksgiving  Story.    Part  II. 

(Copy.) 

Spring  came  and  with  it  the  warm  sunshine.  The  Pilgrims 
took  heart  again.  They  planted  corn.  The  men  shot  wild  game 
in  the  forest.  The  women  made  new  clothes  to  wear.  They  built  a 
log  church.  The  Indians  were  friendly.  The  Pilgrims  were  at 
peace  and  happy. 

When  harvest  time  came,  they  had  plenty  of  corn.  They  had 
enough  for  the  coming  winter.  They  had  a  whole  week  for  thanks- 
giving and  feasting.  They  went  to  church.  They  gave  thanks  to 
God.  For  their  dinners  they  had  turkey  and  cranberries  and  pop- 
corn. They  invited  the  Indians.  Ever  since  we  have  had  a  Thanks- 
giving Day  in  November.    We  thank  God  for  his  goodness  to  us  all. 


76 

Spelling  Words 

sunshine  vegetables  women  built  church 

Indians  friendly  harvest  plenty  enough 

Thanksgiving  feasting  turkey  cranberries 

popcorn  invited  goodness 

Spelling  Groups 

new  clothes       to  wear       at  peace       whole  week       their  dinners 

Learn. 

The  name  of  God  is  always  written  with  a  capital. 

The  Thanksgiving  Story.    Part  II. 
(Reproduction.) 

What  came  with  the  spring?  How  did  it  make  the  Pilgrims 
feel?  What  did  they  plant?  What  did  the  men  shoot?  What 
did  the  women  make?  What  did  they  build?  How  did  the  In- 
dians act  ?    How  did  the  Pilgrims  feel  ? 

Tell  about  harvest  time.  What  did  they  have  plenty  of  ?  What 
did  they  do  for  a  week  ?  Tell  what  they  had  for  their  Thanksgiving 
dinners.    Whom  did  they  invite  ?    What  have  we  had  ever  since  ? 

LESSON  35. 
Copy  and  study  for  dictation. 

1.  We  know  that  God  is  good. 

2.  We  know  that  God  is  just. 

3.  We  know  that  God  is  love. 

4.  Our  Father  in  heaven  loves  his  children. 
.5.  We  must  trust  in  God.  ./; 

6.  God  is  sometimes  called  Providence.  1(1 

7.  God  is  Lord  of  us  all. 

8.  We  must  love  and  obey  our  Father  in  heaven. 

9.  We  must  love  God  with  all  our  heart. 
10.  Our  God  loves  the  birds  and  every  living  thing,  for  He 

made  them  all. 

LESSON  36. 

A  Thanksgiving  Invitation. 

(Copy.) 

Nov.  20,  1912. 
Dear  Aunt  Mary, 

Grandma  is  going  to  send  us  a  fine  big  turkey  for  Thanks- 
giving. Mother  wants  you  and  the  boys  to  come  and  help  us  eat  it. 
Dinner  wall  be  ready  at  four  o'clock.  I  hope  you  will  come,  dear 
Aunt  Mary. 

Your  loving 

Ned. 
Spelling  Words 

grandma  turkey  Thanksgiving  ready  o'clock 


Language 

What  are  the  parts  of  a  letter?     Tell  where  each  is  written 
About  the  capitals  and  commas.    Find  a  group  of  words  that  tells 
time. 

A  Thanksgiving  Invitation. 

(Original.) 

Write  an  invitation  to  some  cousins  to  come  to  your  Tiianks- 
giving  dinner.     Tell  about  the  fine  turkey  you  are  going  to  have. 


LESSON  37. 

The  Pilgrims. 

Read  from  the  *California  State  Series  Second  Reader,  Page  27. 

Spelling  Words 

Columbus  country  people  Pilgrims  Mayflower 

shore  built  women  winter  spring 

Indians        w^hite        joyful        Thanksgiving  Day 

Spelling  Groups 

came  here  they  sailed  the  sea  some  Indians 

to  see  their  corn  for  our  food 

Language 

Find  the  name  of  a  man,  of  a  class  of  people,  of  a  nation,  of 
a  boat,  and  of  a  holiday.  How  are  they  all  written  ?  Find  the 
name  of  a  season.    How  is  it  written  ? 

The  Pilgrims. 
(Reproduction.) 

What  happened  after  Columbus  found  our  country?  Who 
were  the  Pilgrims?  How  did  they  get  here?  When  did  they 
come?  What  kind  of  country  and  climate  did  they  find?  What 
did  they  do? 

Tell  about  their  first  winter.  W^hat  happened  in  the  spring? 
Who  came  to  see  them?  What  did  they  give  the  Pilgrims?  What 
did  they  teach  them?  When  the  corn  was  ripe,  what  did  they  do? 
What  day  was  it? 

A  New  Country. 

(Original.) 

When  people  settle  in  a  new  country,  what  do  they  have  to 
do  first?  What  do  they  have  to  build?  What  do  they  have  to 
do  to  the  land?  How  can  they  make  fences?  What  are  the  fences 
for?  What  do  they  plant  for  food  for  themselves?  What  kind 
of  life  is  it? 


♦Brooks's  Second  Reader. 


78 

LESSON  38. 

A  Happy  Thanksgiving. 
(Copy.) 
It  was  Thanksgiving  Day.  John  was  glad  because  they  were 
all  going  to  grandmother's  for  dinner.  It  was  not  six  o'clock 
yet,  when  he  woke  up.  His  mother  was  already  bustling  about, 
for  there  was  much  to  do.  Grandma  lived  ten  miles  away.  Their 
father  was  going  to  drive  them  in  the  big  open  sleigh.  At  nine 
o'clock  everybody  was  ready.  The  sun  was  shining  brightly.  There 
was  a  fine  hard  snow  on  the  ground.  They  arrived  at  the  farm 
at  eleven  o'clock.  There  were  cousins  and  uncles  and  aunts  already 
there.  At  one  o'clock  they  had  dinner.  They  had  everything  good 
to  eat  that  they  could  want.  After  dinner  they  played  games. 
John  spent  a  very  happy  Thanksgiving. 

Spelling  Words 

o'clock  already  bustling  sleigh  everybody 

brightly  arrived  cousins  uncles         aunts 

Spelling  Groups 

they  were  going  to  their  father  there  were 

Language 

Find  the  name  of  a  holiday  in  the  first  sentence.  How  is  it 
written?  Find  the  name  that  tells  whose  in  the  second  sentence. 
How  is  it  written?     Find  all  the  word  groups  that  tell  time. 

A  Happy  Thanksgiving. 
(Reproduction.) 
What  day  was  it?  Why  was  John  glad?  When  did  he  wake 
up  ?  Who  was  already  bustling  about  ?  Where  did  his  grandmother 
live?  How  were  they  going  there?  When  were  they  ready  to 
start?  What  made  it  pleasant  to  ride?  When  did  they  arrive 
at  the  farm?  Whom  did  they  find  there  already?  When  did  they 
have  dinner?  What  did  they  do  after  dinner?  What  kind  of 
Thanksgiving  Day  was  it  for  all? 

The  Best  Thanksgiving  Day. 
(Original.) 
What  was  the  best  Thanksgiving  Day  you  ever  had?  Where 
did  you  spend  it?  With  whom?  What  did  you  do  in  the  morn- 
ing? Who  were  at  the  Thanksgiving  dinner?  Was  it  a  jolly 
party?  What  did  you  do  after  dinner?  How  did  you  spend  the 
evening  ? 

LESSON  39. 

San  Francisco, 
November  30,  1912. 
Dearest  Grandma, 

Thanksgiving  Day  is  past.     We  got  the  box  of  good  things] 
you  sent  us.    Many  thanks,  dear  grandma.    How  often  on  Thanks- 
giving Day  we  wished  you  were  with  us!     We  went  to  church  ini 
the  morning.     Then  we  helped  mother  get  dinner.     After  dinner] 


79 
we  played  games.  In  the  evening  some  of  our  friends  cailt'd.  We 
sat  aronnd  the  fire.  Aunt  Nellie  popped  eorn  and  Uncle  (;e<»rge 
told  ns  funny  stories.  p]verybody  had  a  jolly  time.  We  hope  you 
and  grandpa  can  be  with  us  at  Christmas  and  New  Yi-ar's.  Tiov.- 
and  best  wishes  to  you  both  from 

Your  affectionate 

Susie. 
Spelling  Words 

San  Francisco  church  evening  Uncle  George 

everybody      .  grandpa  ^  Thanksgiving  Day 

Christmas  New  Year's  affectionate 

Spelling  Groups 

is  past  you  sent  some  of  our  friends 

Language 

Find  three  names  of  holidays.  Find  two  titles  with  names. 
Kow  are  they  written?  Find  two  titles  written  with  small  letters. 
Why?     Find  a  sentence  followed  by  an  exclamation  mark.     Why 

used? 

A  Note  of  Thanks. 
(Original.) 
Write  a  note  of  thanks  for  a  box  of  good  things  received  for 
Thanksgiving.     Tell  how  you  spent  the  day.     Send  love  and  best 
wishes. 

LESSON  40. 

San  Francisco, 
December  19,  1902. 
Dear  Mother, 

A  merry,  merry  Christmas!  With  this  note  I  am  sending 
you  something  I  made  at  school.     I  hope  to  be  promoted  to  the 

grade. 

Your  loving  son, 


A  Letter. 
(Original.) 
Write  a  short  letter  to  an  aunt  or  an  uncle  to  go  with  a  Christ- 
mas present.    First  send  greetings.    Then  tell  of  a  package  coming. 
Say  a  few  words  about  the  weather. 
Send  love  and  best  wishes. 

LESSON  4L 

Jack's  Sled. 

(Copy.) 

Jack's  eyes  opened  wide  early  Christmas  morning.  Do  you 
wonder  why?  There  would  be  many  fine  toys  under  th.>  Christ- 
mas tree.  'But  Jack  wished  most  of  all  that  there  would  be  a 
beautiful  new  sled  for  him.    Surely  Santa  would  not  forget,  when 


80 

he  wanted  it  so  much.  In  a  very  few  minutes  he  was  coming 
down  the  stairs,  two  at  a  time.  He  opened  the  parlor  door  and 
there  under  the  tree  was  the  present  he  wanted. 

Jack  did  not  wait  to  see  the  other  things.  Up  to  the  top  of 
the  hill  back  of  the  house  he  climbed  with  his  new  sled.  Then 
away  he  went,  down  the  hill  and  across  the  meadow.  How  fast 
it  went!  It  was  the  nicest  sled  he  had  ever  seen.  He  called  the 
other  boys  and  gave  them  each  a  ride.     What  fun  they  all  had! 

Spelling  Words 

early  Christmas  surely  Santa*  minutes 

stairs  parlor  present  climbed  meadow 

Spelling  Groups 

there  would  he         new  sled  for  him  two  at  a  time 

the  tree  to  see 

Language 

What  name  in  the  title  tells  whose  ?  How  is  it  written  ?  Find 
the  name  of  a  holiday  and  of  an  important  person.  How  are 
they  written?  Find  a  sentence  that  asks  something.  What  mark 
at  the  end?  Find  the  sentences  that  are  divided  into  two  parts 
by  commas.  Find  two  sentences  in  the  last  paragraph  with  ex- 
clamation marks  at  the  end.     Why  used? 

Jack's  Sled. 

(Reproduction.) 

Jack's  eyes....  why....  toys....  sled....  Santa....  few 
minutes....  stairs....  parlor....  door;...  didn't  wait.  ..  .  hill 
....  down.  . .  .  meadow.  .  .  .  fast, .  .  .  nicest.  .  .  .  boys. .  .  .  fun 

LESSON  42. 

A  Christmas  Feast. 

(Copy.) 

It  was  Christmas  morning  in  New  York  City.  The  air  was 
crisp  and  cold.  The  beautiful  white  snow  covered  everything.  Mrs. 
Brown  and  Miss  Smith  were  out  walking  near  Central  Park.  They 
stopped  to  watch  an  old  man.  He  stood  near  the  gate  of  the 
Park.  With  his  cane  he  struck  a  post  three  sharp  blows.  From 
the  hedges  and  the  trees  came  birds  and  squirrels.  The  birds 
perched  upon  his  shoulders.  They  ate  seeds  from  his  hand.  The 
squirrels  found  nuts  in  his  coat  pockets.  The  dear  old  man  was 
giving  them  their  Christmas  dinner. 

Spelling  Words 

New  York  City  crisp  beautiful  everything 

stopped  struck  Central  Park  hedges 

squirrels  perched  shoulders  pockets 

Spelling  Groups 

icere  out       to  watch       they  ate         dear  man        iheir  dinner 


I 


Language 

Find  the  name  of  a  holiday  and  of  a  cily  in  the  first  sontenco. 
How  are  they  written?  Read  the  fonrtli  .sentence.  Find  two 
names  with  titles.  What  is  Mrs.  ?  What  is  an  abbreviation  ?  What 
mark  after  an  abbreviation?  Find  the  name  of  a  park.  Why  is 
it  written  with  capital  letters? 

A  Christmas  Feast. 
(Reproduction.) 
What  morning  Avas   it?     What   co'vered   evorythinu'?      Where 
were   Mrs.    Brown    and   Miss   Smith   walking?     Whom    did    they 
watch?     Tell  what  the  old  man  did  and  what  happened. 

LESSON  43. 

The  Plans  Overheard. 

(Copy.) 

Two  little  newsboys  stood  in  front  of  a  toy  window.  They 
were  looking  at  the  toys  with  longing  eyes.  ''Jim,  I  want  to  get 
my  brother  a  bat  and  ball  for  Christmas,"  said  Tom.  "I  have 
a  dollar  in  my  bank  at  home,"  said  Jim.  "What  are  you  going 
to  do  with  it?"  asked  Tom.  "I  am  going  to  buy  a  woolly  lamb 
for  the  baby  and  a  doll  for  sister,"  said  Jim. 

All  this  time  some  one  stood  listening.  Tears  came  into  his 
kind  blue  eyes.  He  slyly  dropped  a  bright  shining  dollar  into 
each  boy's  pocket. 

Spelling  Words 

overheard  stood  front  window  dollar 

woolly  listening  tears  slyly  dropped 

shining  pocket 

Spelling  Groups 

tivo  newsboys  they  were  for  Christmas  to  hui/ 

some  one  hlue  eyes 

Language 

Eead  each  sentence  with  a  quotation.  How  is  each  quotation 
set  off?  How  is  it  separated  from  the  rest  of  the  sentence?  What 
word  in  the  last  sentence  tells  whose?  How  is  it  written?  Find 
a  question  mark.     How  is  it  used? 

The  Plans  Overheard. 
(Reproduction.) 
Where   were    two   little    newsboys   standing?      At   what   were 
thev  looking?     Tell  what  each  said. 

"  Who  was  listening  all  this  time?    What  did  the  kind  man  do? 

LESSON  44. 

The  Story  of  Piccola. 

(Copy.) 

In   a   far-away  country   there   once  lived  a  little   girl   named 

Piccola.     Her  father  and  mother  were  very  poor.     Little  Piccola 


82 

had  no  pretty  toys,  but  she  was  a  very  happy  little  girl.  Above 
all  times  of  the  year,  she  loved  Christmas  best.  Santa  Claus  al- 
ways came  and  left  a  present  in  her  shoe.  Where  Piceola  lived, 
the  children  do  not  hang  up  their  stockings.  Their  presents  are 
put  in  their  shoes. 

One  year  Piceola 's  mother  had  hardly  enough  money  to  buy 
bread.  She  was  afraid  there  would  be  no  present  for  her  little 
girl.  The  night  before  Christmas  Piceola  put  her  shoe  by  the 
chimney.  In  the  morning  when  she  awoke,  she  ran  to  see  what 
was  in  it.  How  she  danced  and  laughed!  What  do  you  think 
she  found?     A  little  robin  had  nestled  down  inside. 

Spelling  Words 

Piceola  far-away  country  once  Christmas 

Santa    Claus  present  children  stockings 

hardly  enough  money  bread  afraid 

laughed  nestled 

Spelling  Groups 

there  lived  very  poor  no  toys 

where  she  lived  their  stockings  one  year 

to  buy  for  her  girl  hy  the  chimney 

Language 

What  word  in  the  title  is  written  with  a  small  letter?  Why? 
How  many  paragraphs?  Tell  what  each  is  about.  Find  the  sen- 
tences in  the  first  paragraph  that  are  divided  into  two  parts  by 
commas.  Find  two  names  of  people  and  one  of  a  holiday.  How 
are  they  written  ?  Find  a  name  in  the  first  sentence  of  the  second 
paragraph  that  tells  whose.  Find  a  sentence  with  an  exclamation 
mark.     Why  used? 

The  Story  of  Piceola. 
(Reproduction.) 

Where  did  Piceola  live?  Were  her  father  and  mother  rich? 
Was  Piceola  happv?  What  time  of  the  year  did  she  like  best  of 
all?     Why? 

Tell  what  happened  one  year. 

LESSON  45. 

The  Little  Fir-tree. 

(Copy.) 

There  was  once  a  little  fir-tree.  It  was  very  small.  It  wished 
to  be  as  large  as  the  other  trees  growing  near  it.  One  day  a  man 
came  into  the  woods.  He  cut  the  tree  down.  He  took  it  home. 
It  was  to  be  a  Christmas  tree.  He  decorated  it  with  pretty  things. 
The  fir-tree  was  very  happy  and  proud. 

On  Christmas  morning  little  children  danced  around  it.  For 
two  weeks  the  little  fir-tree  was  a  beautiful  Christmas  tree.  Then 
all  the  pretty  things  were  taken  ofif.  The  same  man  came  into  the ; 
parlor.  He  took  the  fir-tree  away.  He  threw  it  into  the  cellar. 
It  stayed  there  a  long  time.     The  fir-tree  was  very  sad. 


83 

One  day  some  children  came  into  the  cellar.  They  saw  the 
fir-tree.  They  took  it  into  the  yard.  They  put  it  up  and  danced 
around  it.  Then  the  fir-tree  was  happy  again.  But  its  happiness 
did  not  last  long.  It  was  chopped  up  for  firewood.  Then  it  wished 
it  was  back  again  on  the  mountain-side. 

Spelling  Words 

once  fir-tree  proud  parlor  cellar  stayed 

sunny       happiness        chopped        decorated       nionntain-side 

Spelling  Groups 

there  was  very  small  one  day  the  tree 

two  weeks  taken  off  threw  it  some  children 

they  saw  for  firewood  stayed  there 

The  Little  Fir-tree. 
(Reproduction.) 

Once  there  was  a  little  fir-tree.  What  did  it  wish?  "What 
happened  one  day?    What  did  the  man  want  the  little  fir-tree  for? 

Tell  about  Christmas  morning.  But  what  happened  after  two 
weeks?     What  was  the  end  of  the  little  fir-tree? 

LESSON  46. 

The  Christmas  Pennies. 

(Copy.) 

Little  Beth  Green  found  a  note  on  her  pillow  Christmas  morn- 
ing. It  was  from  her  Aunt  Flora.  Beside  it  lay  a  bright  new 
penny.  It  was  the  first  of  fifty  Beth  was  to  find  that  day.  The 
second  she  found  in  her  stocking,  and  the  third  she  found  in  her 
shoe.  Another  lay  shining  in  the  wash  basin.  She  stopped  dressing 
and  began  to  hunt  about  her  room.  She  found  five.  She  almost 
forgot  that  it  was  Christmas  morning. 

Then  she  ran  downstairs  to  get  her  stocking,  which  hung  by 
the  fireplace.  It  was  as  full  as  it  could  be  of  nuts  and  rosy 
apples  and  candy.  Way  down  in  the  tip  of  the  toe  she  found  an- 
other bright  copper.  At  breakfast  she  found  more  peimy  fairies 
under  her  plate  and  saucer. 

Now  I  shall  let  you  guess  where  she  found  the  rest  and  what 
she  did  with  them. 

Spelling  Words 

pillow  first  fifty  second        stocking        third 

another  guess  shining  basin  copper 

breakfast         fairies         saucer         downstairs        fireplace 

Spelling  Groups 

new  penny  ivhere  found 

Language 

Find  two  names  in  the  first  sentence  written,  with  capitals. 
Why?  W^hat  name  with  a  title  in  the  second  sentence?  Read 
the  sentence  with  lay.  What  two  words  could  be  used  instead 
of  lay? 


84 

The  Christmas  Pennies. 

(Reproduction.) 

"What  did  little  Beth  Green  find  on  Christmas  morning?  From 
whom  was  it?  What  lay  beside  it?  Tell  about  her  aunt's  plan. 
Her  hunt  for  the  other  pennies.     Where  she  found  them. 

A  Game  of  Hunting. 

(Original.) 

Think  of  a  plan  like  Aunt  Flora's.  Is  it  going  to  be  a  Christ- 
mas or  a  birthday  game?  For  whom  is  it  going  to  be?  What  are 
you  going  to  hide?  Is  it  going  to  be  pennies  or  nickels  or  dimes? 
Is  it  going  to  be  brownies  or  paper  dolls? 

LESSON  47. 

San  Francisco, 
December  1,  1909. 
My  dear  Aunt  Ruth, 

A  merry,  merry  Christmas  to  you  and  Uncle  Ned !  Last  night 
mother  made  a  nice  package  of  our  gifts  to  you  both.  As  I  want 
you  to  be  surprised,  I  shall  not  tell  you  what  they  are.  You  will 
get  them  before  Christmas,  but  please  do  not  open  them  until 
Christmas  Eve. 

I  suppose  everything  is  white  under  cover  of  the  beautiful 
snow.     I  would  like  to  spend  every  winter  with  you.     I  like  your 
winter  sports.     We  are  having  rainy  weather  just  now.     I  hope 
it  will  be  pleasant  during  the  holidays. 
We  send  best  love  to  you  both. 

Your  affectionate  niece, 

Susie. 
Spelling  Words 

Uncle  Ned  package  surprised  Christmas  Eve 

suppose  beautiful  sports  pleasant      holidays 

affectionate  niece 

Spelling  Groups 

our  gifts  they  are  rainy  weather 

every  winter  just  now 

Language 

Name  the  parts  of  a  letter.  Tell  about  the  capitals  and  marks 
of  punctuation.  What  title  with  a  name  in  the  first  sentence? 
Why  is  the  exclamation  mark  used?  How  written?  Find  two 
sentences  each  separated  into  two  parts  by  a  comma. 

A  Christmas  and  New  Year's  Greeting 

(Original.) 

Send  holiday  greetings  to  some  relative  or  friend.  Tell  in 
what  grade  you  are  and  if  you  hope  to  be  promoted. 


85 
LESSON  48. 


h 

^^^p  Sau  Francisco, 

"    ^        ^  Dec.  1,  1909. 

Dear  Santa, 

I  know  you  are  waiting  for  letters  from  good  little  boys  and 
girls  all  over  the  land.  You  and  Mrs.  Santa  Glaus  would  surely 
like  to  know  just  what  to  bring  us.  It  must  be  hard  for  you  to 
choose  sometimes.  How  do  you  always  find  out  just  what  each  little 
boy  and  girl  wants  ?  I  am  going  to  write  for  all  our  family.  Papa 
wants  a  nice  warm  overcoat.  Mamma  wants  a  new  dress.  Brother 
Jack  wants*  an  Indian  suit.  I  want  a  dolly  with  golden  hair  and 
blue  eyes.    I  hope  this  is  not  asking  too  much. 

Your  little  friend, 

Grace . 
Spelling  Words 

waiting  Mrs.  Santa  Glaus  surely  choose 

overcoat  Indian  suit  dolly 

Spelling  Groups 

for  letters  to  know  to  write  our  family 

new  dress  golden  hair  hlue  eyes  too  much 

Language 

Name  the  five  parts  of  a  letter.  What  two  parts  to  the  head- 
ing? Tell  about  the  punctuation.  What  mark  after  Dear  Santa? 
Where  does  the  first  word  of  a  letter  begin?  Find  a  name  with  a 
title.  Why  is  Indian  written  with  a  capital?  How  is  the  title 
written?  Why?  Read  the  last  sentence.  Spell  too.  What  mark 
after  Your  little  friend?    After  the  name? 

A  Letter  to  Santa  Claus. 
(Original.) 
Write  a  nice  letter  to  Santa  Claus.     Tell  him  what  each  one 
in  the  familj^  wants.     Send  best  wishes  to  Mrs.  Santa  Claus. 

A  Letter  to  Santa. 
(Original.) 
Did  you  ever  send  a  letter  to  Santa?     How  old  were  you? 
What  did  you  tell  him? 

LESSON  49. 
Mr.  and  Mrs.  Santa  Claus. 
(Copy.) 

Mr.  and  Mrs.  Santa  Claus  sat  before  their  big  book.  It  was 
spread  out  on  a  big  table  in  a  big  room  in  their  big  house  in  the 
Far  North. 

"Let  us  make  our  choice  of  gifts  for  the  children  of  Cali- 
fornia," said  Santa  with  a  merry  twinkle  in  his  eyes.  "All  right," 
said  his  kind  and  jolly  wife  and  helper.  "I'll  decide  for  the 
girls  and  you  decide  for  the  boys."  "Remember,"  said  Santa, 
only  the  good  boj-s  and  girls."  Then  he  laughed  and  said,  "Ha! 
Ha!    Ha!" 


86 

So  they  began.  For  the  girls  dear  Mrs.  Santa  Claus  chose 
dolls,  doll  buggies,  doll-houses,  and  many  other  things  they  like. 
For  the  boys  old  Santa  selected  trains,  cars,  drums,  horns,  and 
other  toys  too  many  to  name.  Wouldn't  you  like  to  have  heard 
what  they  chose  for  you? 

Spelling  Words 

spread  Far  North  gifts  children  California 

twinkle  decide  remember  chose 

buggies  selected 

Spelling  Groups 

their  book       our  choice       all  r-ight       too  many      have  heard 

Language 

Find  two  abbreviations  in  the  first  sentence.  Why  is  Far 
North  written  with  capitals?  Find  the  name  of  a  state.  Read 
all  the  sentences  with  quotations.  How  are  the  quotations  set 
off?  How  is  each  separated  from  the  rest  of  the  sentence?  Find 
two  quotations  that  are  divided.  How  many  sets  of  quotation 
marks  for  a  divided  quotation?  Find  some  exclamation  marks. 
Why  are  they  used?  Find  two  series  of  words  in  the  second 
paragraph.  How  are  the  words  of  a  series  set  off?  What  mark 
after  the  last  sentence?    Why? 

Mr.  and  Mrs.  Santa  Claus. 
(Reproduction.) 
Where  did  Mr.  and  Mrs.  Santa  Claus  sit?     What  was  before 
them  in  the  large  room? 

What  did  Santa  suggest?    What  did  his  wife  say? 
What  did  Mrs.  Santa  choose  for  the  girls?     What  did  Mr. 
Santa  choose  for  the  boys?    Wouldn't  you  like  to  have  heard  what 
they  chose  for  you? 

Mr.  and  Mrs.  Santa  Claus. 

(Original.) 

Tell  about  their  big  book.     Did  they  let  you  have  a  peep? 

What  did  you  find  out  about  yourself  and  your  friends?     Tell 

what  Mr.  and  Mrs.  Santa  chose  for  the  different  boys  and  girls 

of  your  class. 

LESSON  50. 

San  Francisco, 
December  1,  1910. 
Dearest  Grandpa, 

For  a  whole  month  I  have  been  working  before  school  and 
after  school  to  earn  some  money  for  Christmas.  For  you  I  have 
bought  a  nice  pair  of  warm  slippers.  Mother  said  you  like  new 
slippers  for  Christmas. 

I  wish,  dear  grandpa,  that  we  might  spend  the  holidays  to- 
gether. Since  we  cannot,  I  want  to  wish  you  a  very  merry  Christ- 
mas and  a  happy  New  Year. 

Yours  lovingly, 

Harry. 


87 
Spelling  Words 

bought  holidays  Christmas  together        Now  Year 

Spelling  Groups 

whole  month  to  cam  some  money  for  Christmas 

nico  2)flir  vnv  slippers 

Language 

How  many  parts  to  the  heading?  How  is  the  heading  i)unctu- 
ated?  What  mark  after  Dearest  Grandpa?  How  is  Grandpa  writ- 
ten? How  is  it  written  in  the  body  of  the  letter?  AVhat  names 
of  holidays ?    How  written  ?    What  mark  after  Yoiirs  lovingly? 

A  Christmas  Letter. 
(Original.) 

Write  a  letter  from  a  little  boy  to  his  grandi)a  telling  how 
he  earned  some  Christmas  money.  Let  him  tell  what  he  bought 
with  it.     Close  with  good  wishes  for  the  holidays. 

A  Christmas  Letter  for  Grandma. 
(Original.) 
Write  a  letter  from  a  little  girl  to  her  grandma.     Let  her 
tell  what  she  made  for  Christmas.     Close  with  wishes  for  a  merry 
Christmas. 

LESSON  51. 

San  Francisco, 
December  3,  1909. 
Dear  Uncle  George, 

A  merry  Christmas  and  a  very  happy  New  Year!  With  this 
note  I  am  sending  you  something  I  made  myself  at  school. 

I  am  in  the  high  fourth  grade.  I  hope  to  be  promoted  to  the 
h!gh  fifth  when  school  closes. 

Dear  Uncle  George,  I  wish  I  could  be  with  you  and  Aunt 
Alice  and  all  the  cousins  this  Christmas.  Wouldn't  it  be  jolly? 
Didn't  we  have  a  fine  time  last  year?  California  winter  weather 
is  not  the  kind  I  like.  We  have  no  snow  and  ice  and  so  we  cannot 
skate  and  play  snowball  and  go  sleigh-riding.  I  hope  it  will  not 
rain  on  Christmas  and  New  Year's.  Then  we  could  not  go  calling 
on  our  relatives  and  friends  and  neighbors. 

We  all  send  love  and  best  wishes. 

Your  loving  niece, 

Mabel. 
Spelling  Words 

promoted  cousins  skate  snowball  sleigh-riding 

relatives  neighbors  greeting  season  niece 

Spelling  Groups 

fourth  grade  California  u-father  our  relatives 

Language 

Name  the  parts  of  a  letter.  Tell  about  the  capitals.  The 
periods  and  commas.  How  many  paragraphs?  What  does  each 
tell  about?  Find  an  exclamation  mark  in  the  first  paragraph. 
Whv  is  it  used  ?    Find  two  names  with  titles.  How  arc  they  written  ? 


88 

LESSON  52. 

A  Long  Row  of  Stockings. 
(Copy.) 
"What  a  row  of  stockings  to  fill!"  said  jolly  old  Santa.  There 
he  stood  before  ]\Irs.  Bird's  fireplace  and  counted  them.  Each  had 
a  name  pinned  on  so  that  he  would  make  no  mistakes.  There 
were  grandpa's  and  grandma's.  Next  came  father's  and  mother's. 
Brother  Joe's  hung  next  and  Sister  Nell's  beside  his.  Mary's, 
Susie's,  Tom's,  and  the  baby's  followed  in  line.  Into  each  old 
Santa  put  nuts,  rosy  apples,  Christmas  cakes,  and  candy.  Then 
he  added  a  special  package  for  each  one.  I  wonder  what  those 
packages  contained. 

Spelling  Words 

stockings  jolly  Santa  fireplace  counted 

pinned  mistakes  followed  special 

package  Monday 

Spelling  Groups 

stood  there  there  ivere 

Language 

What  word  in  the  title  is  written  with  a  small  letter?  Read 
the  first  sentence.  What  mark  after  the  quotation?  Why?  How 
is  the  quotation  set  off?  Find  all  the  names  written  with  's. 
What  does  each  tell?  Find  two  series  of  words.  How  are  the 
words  of  a  series  separated?  What  mark  after  the  last  sen- 
tence ?    Why  ? 

A  Long  Row  of  Stockings. 
(Reproduction.) 
What  did  Santa  say  when  he  saw  all  the  stockings?     WhcTse 
stockings  were  hanging  near  the  fireplace?     How  could  Santa  tell 
to  whom  each  belonged? 

Tell  what  he  put  into  each. 

A  Long  Row  of  Stockings. 
(Original.) 
Did  you  ever  see  a  long  row  of  stockings  hanging  near  the 
fireplace  on  Christmas  Eve?     Whose  stockings  were  they?     Who 
hung  them  there? 

Tell  about  that  same  row  of  stockings  on  Christmas  morning. 

LESSON  53. 

The  Christmas  Feast  of  the  Sparrows. 

(Copy.) 

In  the  far-off  land  of  Norway,  when  the  harvest  is  gathered 
in,  the  children  remain  in  the  fields.  They  stop  to  gather  the 
grain  left  by  the  reapers.  This  they  save  until  cold  December 
for  the  Christmas  feast  of  the  sparrows.  All  of  a  sudden,  on 
the  .day  before  Christmas,  a  wonderful  thing  happens.  The  spar- 
rows flock  from  the  North  and  the  South,  the  East  and  the  West. 


89 

The  air  is  alive  with  their  twittering  and  their  chirping.  They 
come  for  the  children's  offering.  In  front  of  every  door  a  tall 
pole  is  crowned  with  a  sheaf  of  grain.  It  would  lie  hard  to  toll 
who  are  happier,  the  birds  or  the  children. 

Spelling  Words 

sparrows          far-off  Norway          harvest  remain 

reapers          December  Christmas          feast          tiock 

wonderful          offering  twittering          front          ci-owncd 

Spelling  Groups 

they  glean  their  chirping  every  door 

Language 

What  words  in  the  title  are  written  with  small  letters?  Why? 
Find  all  the  names  that  are  ^^Titten  with  cai)itals.  Tell  why. 
Read  sentences  in  which  parts  are  set  off  by  connnas. 

The  Christmas  Feast  of  the  Sparrows. 
(Reproduction.) 
Tell  about  harvest  time  in  Norway.    What  do  the  childrfu  do'/ 
Why?     What  happens  the  day  before  Christmas? 

LESSON  54. 
Letter, 
(Copy.) 

Dec.  28,  1910. 
My  dear  Cousins, 

Don't  you  all  want  to  come  to  our  house  this  New  Year's  Eve? 
We  are  going  to  see  the  Old  Year  out  and  the  New  Year  in.  We 
are  going  to  play  games  until  eleven  o'clock.  Then  we  are  going 
to  have  supper.  Each  one  must  bring  a  horn.  At  twelve  o'clock 
mother  says  we  may  blow  our  horns  and  make  all  the  noise  we 
want  to.    Do  come  and  have  a  good  time  with  all  the  other  cousins. 

Your  lo'ving  cousin, 

Harry. 
Spelling  Words 

cousins        don't        New  Year's  Eve        Old  Year        New  Year 
eleven  o'clock  supper  twelve  noise 

Spelling  Groups 

our  house  fjoing  to  see  we  are  each  one 

Language 

Name  all  the  parts  of  a  letter.  Where  is  each  part  written? 
Tell  about  the  capitals.  Tell  about  the  commas  and  periods.  Fmd 
the  names  in  the  bodv  of  the  letter  written  with  capital  letters. 
Tell  why. 


90 


INDEX   OF  LESSONS   IN    COMPOSITION,   LANGUAGE, 
AND  SPELLING  FOR  THE  FOURTH  GRADE. 

1.  Gypsy.  (To  review  punctuation  of  a  title,  margins, 
capitalization  and  punctuation  of  a  sentence  that  tells 
something,  capitalization  of  the  name  of  an  animal,  and 
the  use  of  the  words,  every,  one,  heard,  road,  and  would.) 

2.  Word  groups  with  every. 

3.  The  Shepherd  and  his  Sheep.  (To  review  capitalization 
of  a  title,  use  of  lie  and  the  words,  passed,  through,  one, 
and  led.) 

4.  Our  Big  Family.  (To  introduce  the  paragraph  idea.) 
(To  review  title,  margins,  and  the  capitalization  of  holi- 
days and  titles  with  names  and  without.) 

5.  Word  groups  with  titles  written  with  and  without  capitals. 

6.  Our  Neighbors.  (To  teach  capitalization  of  the  names 
of  places  and  to  use  the  title,  Miss.)  (To  review  the 
paragraph  idea,  Mr.  and  Mrs.,  the  names  of  seasons,  and 
word  groups  to  tell  time.)  (To  use  the  words,  they,  ate, 
enjery,  very,  their,  and  some.) 

7.  Questions  to  be  answered  with  word  groups  to  tell  time. 
Sentences  with  blanks  to  be  filled  in  with  names  and  word 
groups  to  tell  time. 

8.  Sentences  with  names  of  places. 

9.  Word  groups  with  very. 

10.  A  Game  of  Hide  and  Seek.  (To  review  capitalization 
of  a  title,  the  paragraph  idea,  capitalization  of  names  of 
persons  and  days  of  the  week,  and  to  use  the  words,  one, 
see,  sun,  iveek,  their,  blue,  he,  seen,  hour,  by,  past,  passed, 
there  ivas,  they,  and  noiv.) 

11.  Hiawatha.  (To  teach  capitalization  of  names  of  nations.) 
(To  review  the  paragraph  idea,  capitalization  of  names 
of  persons,  and  the  use  of  the  words,  there,  their,  where, 
and  knew.) 

12.  Sentences  with  the  names  of  nations  and  countries. 

13.  Sentences  with  l)lanks  to  be  filled  in  with  names  of  nations. 

14.  The  Story  of  my  Jjife.  (To  review  title,  paragraphs, 
margins,  and  the  use  of  Mrs.,  two,  where,  and  there.) 

15.  Word  groups  with  's.  (To  teach  the  use  of  's  after  names 
to  tell  whose.) 

16.  John  and  His  Pony.  (To  review  the  paragraph  idea, 
capitalization  of  the  names  of  persons  and  animals,  the 
use  of  's  to  tell  whose  and  the  words,  there,  one,  found, 
and  knew.) 

17.  Pets.  (To  review  the  use  of  's  to  tell  whose,  Mr.  and  Mrs., 
and  the  words,  own,  their,  every,  and  very.) 


91 

18.  Mr.  Fox.  (To  introduce  the  word,  too.)  (To  review  the 
use  of  's  to  tell  whose  and  the  title,  Mr.) 

19.  Teddy.  (To  use  the  words,  icach  and  tauqht,  he  and  Imj, 
and  to  and  too.) 

20.  Sentences  with  lie  and  lay. 

21.  Sentences  with  teach  and  taught. 

22.  May's  Faithful  Friends.  (To  use  the  word,  sent.)  (To 
review  the  use  of  's  to  tell  whose  and  the  words,  fvn, 
know,  their,  where,  and  road.) 

23.  Sentences  with  sent. 

24.  A  "Walk  to  Grandma's  Home.  (To  teach  the  use  of  the 
word,  right.)  (To  review  the  capitalization  of  the  names 
of  days,  persons,  streets,  and  parks,  and  the  use  of  the 
words,  our,  right,  four,  here,  through,  two,  and  'pnst.) 

25.  Sentences  with  right. 

26-27.  To  the  City  Hall.  To  Golden  Gate  Park.  (To  leach  the 
capitalization  of  the  names  of  buildino:s  and  streets.) 
(To  use  the  Avords,  our,  one,  here,  there,  too,  and  for.) 

28.  Jack  Horner.  (To  review  the  capitalization  of  the  names 
of  animals,  the  use  of  's  to  tell  whose,  and  the  words, 
ivore,  ivhere,  and  own.) 

29.  The  Chase.  (To  use  the  word,  deer.)  (To  review  the 
words,  heard,  off,  there,  no,  one,  knew,  u'here,  and  were.) 

30.  Rover's  Complaint.  (To  review  the  use  of  the  question 
mark,  and  the  words,  lie,  to,  here,  sun,  and  every.) 

31.  The  Wind  and  the  Sun.  (To  review  the  words,  once 
upon  a  time,  one,  than,  they,  off,  blew,  sent,  too,  for, 
and  threw.) 

32.  The  Little  Country  Boy.  (To  teach  the  punctuation  of 
a  series.)     (To  use  here,  are,  some,  and  they.) 

33.  Series  of  words  to  be  used  in  sentences. 

34.  Rosa  Bonheur.  (To  review  the  paragraph  idea,  the  punc- 
tuation of  a  series,  the  use  of  the  words,  lay,  four,  for, 
very,  and  were.) 

35.  Sentences  with  lay. 

36.  A  Winter  Day.  (To  review  capitalization  of  a  litle  with 
a  name,  punctuation  of  a  series  and  the  words,  there, 
threw,  heard,  knew,  our,  rode,  road,  fur,  no,  one,  and  for.) 

37.  Mrs.  Pussy.  (To  teach  the  quotation.)  (To  review  the 
paragraph  idea,  and  to  use  Vrs.,  weet,  see,  fur,  our, 
and  by.) 

38.  Sentences  with  quotations. 

39.  The  Shepherd  Boy  and  the  Wolf.  (To  introduce  the  ex- 
clamation mark.)'  (To  review  the  capitalization  of  the 
title,  the  paragraph  idea,  the  quotation,  and  the  use  of 
the  words,  some,  one,  and  off.) 


92 


40.  A  Pair  of  Rubber  Boots.  (To  review  the  quotation,  the 
use  of  the  question  and  exclamation  marks,  and  the  use 
of  the  words,  heard,  to,  pair,  ate,  tivo,  week,  there,  they, 
were,  and  where.) 

41.  The  Country  Mouse  and  the  City  Mouse.  Part  I.  (To 
review  the  quotation  and  the  words,  there,  one,  see,  to, 
off,  and  every.) 

42.  The  Country  Mouse  and  the  City  Mouse.  Part  II.  (To 
review  the  quotation,  the  exclamation  mark,  and  the  use 
of  the  M^ords,  two,  there,  they,  were,  found,  heard,  some, 
where,  and  every.) 

43.  The  Indians.  (To  review  the  paragraph  idea,  the  punc- 
tuation of  a  series,  the  capitalization  of  the  name  of  a 
nation,  and  the  use  of  the  words,  there,  were,  no,  where, 
ours,  their,  one,  for,  they,  found,  see,  to,  and  wore.) 

44.  Series  of  words  to  be  used  in  sentences. 

45.  The  Ants  and  the  Grasshopper.  (To  review  quotations 
and  the  names  of  seasons  and  the  use  of  the  words,  some, 
hy,  and  for.) 

46.  A  Butterfly  StorJ^  (To  review  the  use  of  '5  to  tell  whose 
and  the  words,  sails,  ate,  see,  and  to.) 

47.  The  Stag.  (To  review  quotations  and  the  use  of  once 
upon  a  time  and  heard.) 

48.  A  Wonderful  City.  (To  use  the  words,  their,  some,  for, 
cells,  there,  and  one.) 

49.  Numbers  twenty-one  to  twenty-nine. 

50.  The  Princess  Iris.  (To  review  the  writing  of  titles  with 
and  without  names  and  to  use  the  words,  see,  dy,  two, 
and  there.) 

51.  The  Three  Brother  Pigs.  Parti.  (To  review  the  capitali- 
zation of  the  names  of  animals,  quotations,  the  use  of  's  to 
tell  whose,  the  use  of  the  exclamation  mark,  and  the  words, 
there  were,  one,  great,  for,  they,  wood,  to,  read,  some, 
hy.  Mew,  and  ate.) 

52.  The  Three  Brother  Pigs.  Part  II.  (To  review  quota- 
tions, the  capitalization  of  the  names  of  animals,  the  use 
of  the  exclamation  mark,  and  the  words,  road,  some,  wood, 
would,  by,  and  hleiv.) 

58.  The  Three  Brother  Pigs.  Part  III.  (To  review  quota- 
tions and  the  use  of  exclamation  marks,  Mr.,  o'clock,  and 
the  words,  where,  there  were,  some,  he,  would,  four,  for, 
heen,  here,  through,  and  ate.) 

54.  A  Busy  Boy  and  Girl.  (To  review  the  paragraph  idea, 
quotations,  and  the  use  of  have  to.) 

55.  Little  Johnnie  Bear.  (To  review  the  use  of  the  words, 
used  to,  here,  their,  no,  one,  for,  found,  and  off.) 

56.  Kind  Deeds.  (To  use  the  words,  laid,  one,  pail,  hy, 
awhile,  and  pair.) 


I 


93 

57.  Sentences  with  laid,  meaning  put. 

58.  Sentences  with  lay,  meaning  put. 

59.  The  Bird's  Home.  (To  review  the  paragraph  idea,  the 
punctuation  of  a  series,  and  the  use  of  the  words,  every, 
off,  their,  their,  own,  and  some.) 

60-61.  The  Lark  and  her  Young  Ones.  Parts  I.  and  II.  (To 
review  the  paragraph  idea  and  quotations  and  to  use 
the  words,  for,  one,  they,  heard,  their,  sent,  and  knew.) 

62.  Birds  and  Their  Covering.  (To  review  the  punctuation 
of  a  series  and  to  use  the  words,  these,  their,  tail,  whole, 
and  some.) 

63.  A  Pet  Bear.  (To  review  the  use  of  to,  two,  too,  teach, 
and  taught,  the  capitalization  of  names,  and  to  use  the 
words,  I,  hear,  very,  know,  hear,  one,  they,  were,  threw, 
and  new.) 

64.  What  the  Flowers  Said.  (To  review  the  paragraph  idea 
and  quotations  and  the  use  of  the  words,  one,  by,  and 
every.) 

65.  Mr.  Snail.  (To  review  the  use  of  the  question  mark, 
the  title,  Mr.,  and  the  words,  know,  for,  there,  own, 
and  he.) 

(^Q.  Ferns  and  Grasses.  (To  review  the  paragraph  idea  and  the 
quotation.) 

67.  A  Little  Pine  Tree.  Part  I.  (To  review  the  paragraph 
idea,  the  use  of  the  exclamation  mark  and  the  words, 
no,  to,  hy,  knew,  some,  one,  very,  and  off.) 

68.  A  Little  Pine  Tree.  Part  II.  (To  review  the  paragraph 
idea,  the  use  of  the  exclamation  mark,  and  the  words, 
to,  hy,  blew,  some,  ate,  and  every  one.) 

69.  The  Story  of  the  Eaindrops.  (To  review  quotations  and 
the  use  of  the  words,  two,  where,  blew,  going,  and  now.) 

70.  The  Old  Man  and  His  Sons.  (To  use  the  words,  sons, 
they  ivere,  peace,  one,  and  break.) 

71.  What  Am  I  ?  To  review  the  use  of  the  question  mark,  the 
punctuation  of  a  series,  and  the  use  of  the  words,  I,  for, 
through,  and  there.) 

72.  Hiawatha's  School.  (To  review  the  paragraph  idea,  the 
punctuation  of  a  series,  the  names  of  the  seasons,  and  the 
the  words,  every,  their,  and  through.) 

73.  The  Rabbit.  (To  review  the  paragraph  idea,  the  punc- 
tuation of  a  series,  and  the  use  of  the  words,  fur,  see,  too, 
four,  and  for.) 

74.  Our  Earth.  (To  teach  the  capitalization  of  North,  South, 
East,  and  West,  when  these  words  mean  a  part  of  the 
world  or  of  a  country,  and  the  capitalization  of  the  name 
of  God.)      (To  review  the  punctuation  of  a  series.) 

75.  Sentences  with  North,  South,  East,  and  West. 

76.  The  Seals  of  Alaska.  (To  teach  north,  south,  east,  and 
west,  meaning  directions.)      (To  review  capitalization  of 


94 


the  title,  the  paragraph  idea,  the  use  of  the  question 
mark,  the  writing  of  a  name  of  a  season,  the  capitalization 
of  the  name  of  a  part  of  the  world,  special  places,  and 
nations,  and  to  use  the  words,  teaches,  lie,  too,  off,  no,  own, 
their,  there  are,  and  great.) 

77.  Sentences  with  north,  south,  east,  and  west,  meaning 
direction. 

78.  A  Tour  of  Europe.  (To  review  the  capitalization  of  titles 
with  names,  the  names  of  places,  the  punctuation  of  a 
series,  and  the  use  of  the  words,  there,  by,  one,  their, 
and  thoM.) 

Index  of  Holiday   Cornjjositions  for   the   Fourth   Grade. 

1.  The  Children's  Poet.  (To  review  the  paragraph  idea,  the 
use  of  's  to  tell  whose,  the  capitalization  of  the  names 
of  months  and  persons,  and  to  use  the  words,  great,  one, 
for,  sea,   and   through.) 

2.  The  Spreading  Chestnut  Tree.  (To  use  a  title  of  a  poem 
in  a  sentence.)  (To  review  the  capitalization  of  the 
name  of  a  person  and  to  use  the  words,  there,  tree,  know, 
and  wood.) 

3.  The  Village  Blacksmith.  (To  review  the  paragraph  idea 
and  to  use  the  words,  earns,  hy,  whole,  owe,  hear,  and  see.) 

4.  Lincoln  as  a  Boy.  (To  review  the  capitalization  of  the 
names  of  persons  and  states,  the  writing  of  dates  and 
abbreviations,  the  use  of  the  comma  to  separate  the  parts 
of  a  sentence,  and  the  words,  learn,  taught,  read,  write, 
know,  eight,  and  their.) 

5.  Lincoln's  Boyhood.  (To  review  the  use  of  's  to  denote 
ownership,  the  capitalization  of  the  names  of  countries, 
and  the  use  of  the  words,  there,  heard,  off,  to,  for,  and 
some.) 

6.  A  Good  Son.  (To  use  taught,  few,  many,  knew,  son,  new, 
read,  and  their.) 

7.  Lincoln  and  the  Negroes.  (To  review  the  use  of  the 
comma  to  separate  the  parts  of  a  sentence,  the  writing  of 
numbers  with  hyphens,  the  capitalization  of  names  of 
places  and  nations,  and  to  use  the  words,  some,  used  to, 
huy,  right,  and  their.) 

8.  Mr.  Postman.  (To  use  the  exclamation  mark,  dates, 
quotations,  and  the  words,  there,  were,  some,  and  every.) 

9.  A  Strange  Valentine.  (To  review  the  use  of  's  to  denote 
ownership  and  to  use  the  words,  o'clock,  one,  sent,  two, 
every,  there,  and  for.) 

10.  A  Valentine  Birthday,  Part  I.  (To  review  the  writing  of 
expressions  of  time  and  dates,  the  use  of  the  comma  to 
separate  the  parts  of  a  sentence,  and  the  words,  read  and 
eight.) 


95 

11.  A  Valentine  Birthday.  Part  II.  (To  review  the  use  of 
the  comma  to  separate  the  parts  of  a  sentence  and  the 
words  of  a  series,  expressions  of  time,  the  capitalization 
of  titles,  quotations,  and  to  nse  the  words,  found  and 
three. ) 

12.  A  Valentine  Birthday,  Part  III.  (To  review  the  use  of 
's  to  tell  whose,  and  the  words,  heard,  kneiv,  Hue,  too, 
found,  and  there.) 

13.  George  Washington  at  School.  (To  review  the  use  of  the 
comma  to  separate  the  parts  of  a  sentence  and  the  words 
of  a  series,  the  capitalization  of  the  names  of  places,  and 
to  use  the  words,  there,  ivere,  very,  and  right.) 

14.  Washington  as  a  Surveyor.  (To  review  the  use  of  the 
comma  to  separate  the  parts  of  a  sentence,  the  capitaliza- 
tion of  the  names  of  nations,  and  to  use  the  words,  used, 
there,  were,  no,  roads,  through,  and  their.) 

15.  Harry's  Easter  Dream.  (To  review  quotations,  the  use 
of  the  question  mark,  and  the  words,  own,  here,  great,  one, 
every,  our,  and  off.) 

IG.  The  Easter  Rabbit  Story.  (To  review  the  use  of  the 
exclamation  mark,  the  question  mark,  the  capitalization 
of  the  names  of  holidays  and  persons,  and  to  use  the 
words,  know,  every,  and  steal.) 

17.  An  Egg-hunt.  (To  review  the  capitalization  of  the 
names  of  the  days  of  the  week  and  holidays,  titles  written 
without  capitals,  the  use  of  the  comma  to  separate  the 
parts  of  a  sentence,  and  the  words,  here,  they,  were,  their, 
week,  no,  and  one.) 

18.  Easter  Greetings.  (To  review  the  parts  of  a  letter,  titles 
written  with  and  without  capitals,  and  to  use  the  words, 
whole,  week,  and  for.) 

19.  The  Easter  Lily.  (To  review  quotations,  abbreviations, 
the  question  mark,  names  of  holidays  and  seasons,  the 
use  of  the  comma  to  separate  the  parts  of  a  sentence,  and 
the  words,  neiv,  one,  and  for.) 

20.  A  Letter  about  Easter.  (To  review  the  parts  of  a  letter, 
the  capitalization  of  the  names  of  days,  holidays,  persons, 
and  the  words,  very,  there,  and  ivere.) 

21.  A  May  Day  Invitation.  (To  review  the  parts  of  a  letter 
and  the  capitalization  of  special  names,  and  to  use  the 
words,  our,  are,  going  to,  there,  he,  fourth,  and  wear.) 

22.  A  Vacation  Letter.  (To  review  the  parts  of  a  letter 
and  to  use  the  words,  here,  two,  ivholc,  our,  and  see.) 

23.  Our  Country's  Birthday.  (To  use  dates,  the  name  of  a 
season,  the  names  of  titles,  people,  and  countries,  and  the 
words,  see,  ivere,  know,  there,  ivere,  are,  very.  scut,  won, 
and  our.) 


Ii_ 


96 

24.  The  First  Fourth  of  July.  (To  review  the  capitalization 
of  the  names  of  places,  and  to  use  the  words,  new,  their, 
there,  were,  forth,  and  our.) 

25.  The  Discovery  of  Gold.  (To  review  the  capitalization  of 
the  names  of  states  and  nations  and  to  use  the  words, 
now,  one,  here,  and  plains.) 

26.  California's  Birthday.  (To  review  the  capitalization  of 
the  names  of  a  state  and  a  city,  the  writing  of  dates,  and 
the  use  of  the  words,  found,  some,  hy,  two,  there,  were, 
and  sent.) 

27.  California's  Birthday  Party.  (To  review  the  capitaliza- 
tion of  the  names  of  a  state  and  month  and  to  use  the 
words,  here,  hear,  and  some.) 

28.  Columbus.  (To  review  quotations,  the  use  of  the  ques- 
tion mark,  and  the  words,  by,  sea,  to,  new,  no,  one,  great, 
found,  where,  and  our.) 

29.  A  Birthday  Letter.  (To  review  the  parts  of  a  letter  and 
the  use  of  the  words,  eight,  know,  for,  sent,  and  dear.) 

30.  A  Hallowe'en  Party.  (To  review  expressions  of  time, 
the  use  of  the  comma  to  separate  the  parts  of  a  sentence, 
and  the  words,  for,  very,  which,  liour,  two,  they,  and 
were.) 

31.  The  Jack  o 'Lantern.  (To  review  expressions  of  time,  the 
use  of  the  question  mark,  the  's  to  denote  ownership, 
and  the  words,  going  to,  knew,  eight,  hour,  and  threw.) 

32.  Rob's  Pumpkin.  (To  review  quotations,  capitalization  of 
titles  with  names,  the  use  of  exclamation  marks,  question 
marks,  the  comma  to  divide  the  parts  of  a  sentence,  's 
to  denote  ownership,  and  the  words,  there,  for,  and  one.) 

33.  A  Thanksgiving  Story.  Part  I.  (To  review  the  capitali- 
zation of  the  name  of  God,  and  to  use  the  words,  some, 
their,  sea,  blew,  and  through.) 

34.  The  Thanksgiving  Story.  Part  II.  (To  introduce  the 
word  peace.)  (To  review  the  capitalization  of  the  names 
of  God,  people,  holidays,  and  months,  the  use  of  the 
comma  to  separate  the  parts  of  a  sentence  and  the  words, 
new,  wear,  whole,  iveek,  and  their.) 

35.  Sentences  with  the  name  of  God. 

36.  A  Thanksgiving  Invitation.  (To  review  the  parts  of  a 
letter  and  expressions  of  time.) 

37.  The  Pilgrims.  (To  review  the  capitalization  of  the  names 
of  persons,  nations,  and  holidays,  the  writing  of  the  names 
of  the  seasons,  and  the  words,  here,  sailed,  they,  sea, 
some,  see,  their,  for,  and  our.) 

38.  A  Happy  Thanksgiving.  (To  review  the  capitalization  of 
the  name  of  a  holiday,  expressions  of  time,  the  use  of  's 
to  tell  whose,  and  the  words,  they,  going,  there,  their, 
and  were.) 


39 


97 

A  Letter  about  Thanksgiving.  (To  review  the  parts  of  a 
letter,  the  capitalization  of  titles  and  holidays,  the  use  of 
the  exclamation  mark,  and  the  words,  past,  sent,  some, 
and  our.) 

40.  A  Christmas  Letter.  (To  review  the  parts  of  a  letter,  and 
the  use  of  the  exclamation  mark.) 

41.  Jack's  Sled.  (To  review  the  capitalization  of  Ihc  niiiiics 
of  persons  and  holidays,  the  use  of  the  question  mark, 
the  exclamation  mark,  the  comma  to  separate  the  parts 
of  a  sentence,  '5  to  tell  whose,  and  the  words,  lliere, 
ivoiild,  he,  new,  for,  two,  tree,  and  see.) 

42.  A  Christmas  Feast.  (To  review  the  capitalization  ol"  the 
names  of  holidays,  cities,  and  parks,  the  use  of  3/r.?.  and 
Miss,  and  the  words,  were,  to,  ate,  dear,  and  their.) 

43.  The  Plans  Overheard.  (To  review  quotations,  the  use  of 
the  question  mark,  's  to  tell  whose,  and  the  words,  two, 
they,  were,  for,  to,  htiy,  same,  one,  and  blue.) 

44.  The  Storj^  of  Piccola.  (To  review  the  capitalization  of  the 
title  and  the  names  of  persons  and  holidays,  the  para- 
graph idea,  the  use  of  the  exclamation  mark,  's  to  tell 
whose,  and  the  words,  there,  very,  no,  where,  one,  their, 
husy,  to,  and  hy.) 

45.  The  Little  Fir-tree.  (To  review  the  paragraph  idea  and 
the  use  of  the  words,  there,  very,  one,  tree,  two,  weeks,  off, 
threw,  some,  they,  and  for.) 

46.  The  Christmas  Pennies.  (To  review  the  capitalization  of 
names  of  persons  and  holidays,  titles  with  names,  and 
the  use  of  the  words,  lay,  new,  where,  and  found.) 

47.  A  Christmas  Letter.  (To  review  the  parts  of  a  letter  and 
the  use  of  the  exclamation  mark.) 

48.  A  Letter  to  Santa.  (To  review  the  parts  of  a  letter,  the. 
capitalization  of  names  of  persons  and  nations,  and  to 
use  the  words,  for,  to,  know,  write,  our,  new,  hair,  blue, 
and  too.) 

49.  Mr.  and  Mrs.  Santa  Claus.  (To  review  the  abbreviations, 
Mr.  and  3Irs.,  the  capitalization  of  the  names  of  persons, 
states,  and  parts  of  the  world,  quotations,  the  use  of  the 
exclamation  mark,  question  mark,  commas  to  separate 
\vords  of  a  series,  and  the  words,  too,  their,  our,  all  right, 
and  heard.) 

50.  A  Christmas  Letter.  (To  review  the  parts  of  a  letter, 
the  writing  of  titles  without  names,  the  capitalization  of 
names  of  holidays,  and  the  use  of  the  words,  whole,  some, 
earn,  for,  pair,  and  new.) 

51.  A  Christmas  Letter.  (To  review  the  parts  of  a  letter, 
the  capitalization  of  the  name  of  a  holiday,  the  comma 
to  separate  the  parts  of  a  sentence,  and  the  words,  our, 
they,  are,  every,  weather,  and  now.) 


98 


52.  A  Long  Row  of  Stockings.  (To  review  the  capitalization 
of  the  title,  quotations,  the  use  of  the  exclamation  mark, 
the  question  mark,  commas  to  separate  the  words  of  a 
series,  's  to  tell  whose,  and  the  words,  tliere  and  were.) 

53.  The  Christmas  Feast  of  the  Sparrows.  (To  review  the 
capitalization  of  the  title,  the  names  of  months,  holidays, 
countries,  and  parts  of  the  world,  and  the  use  of  the 
words,  they,  their,  and  every.) 

54.  A  Christmas  and  New  Year's  Letter.  (To  review  the 
parts  of  a  letter,  the'  paragraph  idea,  the  use  of  the 
exclamation  mark,  the  capitalization  of  titles  with  names, 
and  to  use  the  words,  fourth,  weather,  and  our.) 


II 


SOUTHERN  BRANCH, 

yNlVERSlTY  OF  CALIFORMIA, 

LIBRARY, 

iC'S  ANGELES.  CALiF. 


UCLA  Yoiif^g    Mo»onfch    I  ibfary 

LB1576   .W63o 


